One course in a student’s degree program must focus on Gender, Race, Class, Ethnicity, or Non-Western Area Studies. This requirement may be filled by a designated Tier One or Tier Two course, or by a designated course taken from another area of the university curriculum, as, for example, in the student’s major or minor. Look for this note in the General Catalog course description: “Fulfills the Gender, Race, Class, Ethnicity, or Non-Western area study requirement.”

Courses fulfilling the requirement can be found here:

Fall: http://catalog.arizona.edu/2005-06/courses/054/GRCENWC.html

Winter/Spring: http://catalog.arizona.edu/2005-06/courses/061/GRCENWC.html

Summer: http://catalog.arizona.edu/2005-06/courses/062/GRCENWC.html

Africana Studies

MISSION

To enhance the general academic quality of the University through a comprehensive program of learning and study about the people of African descent in the Americas and around the globe, and in so doing promoting an educational ethos of cultural and ethnic diversity.

OBJECTIVES

To expand the understanding and deepen the knowledge of students and the campus community, regarding the historical, geographical, political, economic, social, and religio-cultural complexity of African peoples, through a rigorous theoretical education.

To equip students with tangible skills necessary for graduate study in the Africana Studies discipline and in preparation for vocations in areas such as education, law, health sciences, social services, business, international relations, and other professions that are geared toward the upliftment and social transformation of the lives of African people in the United States with national and global implications.

To cultivate critically grounded and analytically sound research, scholarship, publication, and creative reflection concerning the African experience, with the objective of disseminating the insights of such study in service to the existential needs of the black community.

To transform the current program into a major teaching and research center that can both produce and attract scholars of consequence who are involved in groundbreaking intellectual production as it pertains to the empowerment of African people today and the enhancement of all humanity.

Syllabus for the Course: The Social Construction of Whiteness

Welcome to Dr. Whaley's course helpsite for AFAS 304A: The Social Construction of Whiteness. At this site, you will find a hypertext version of your syllabus, which includes the course description, reading list, links pertaining to the course and field, student documentary projects, and course reflections. If you have suggestions for or comments about this site, please email the web-spinner. I especially welcome suggestions on music, art, literature, and autobiographies that engage with whiteness as an idea or social construction, racial-ethnic configuration, and as a representation.

AFAS 304A: the Social Construction of Whiteness requires approximately 100-150 pages per week of reading and active discussion. It will explore the field of Critical Whiteness Studies from an interdisciplinary framework. It thus uses cultural and social history, philosophy, science, law, literature, autobiography, and the visual arts to understand whiteness as a socially constructed category with material effects in everyday life. In other words, while our interdisciplinary readings, discussions, and lectures acknowledge race as a social construction, our materials also realize race as a category that shapes public policy, the formation of identities, and affects people’s actions. Please read this article about the field before our first day's introduction, by clicking here.

The course will begin by reading essays that present foundational concepts in Critical Whiteness Studies. From thereon, our reading, lectures, and discussion will concentrate on and debate Whiteness Studies as a discipline. Next, we will read interdisciplinary case studies that serve as examples of seminal works in the field.

Questions we will work through during the semester include:

§ What is Critical Whiteness Studies?

§ What material work is necessary in order to intervene in the assumption that “whiteness always equals terror and racism?”

§ How is whiteness an “unmarked marker?”

§ What historical and social conditions led European immigrants to claim a racial identity?

§ How and why have definitions of whiteness changed over historical time?

§ What are the wages of whiteness?

§ How does racism hinder class-based political movements?

§ What is the relationship between working class identities and epistemological solipsism and middle-class identities, neo-liberalism, and colorblind racism?

§ How does ‘Othering’ work as a process of identity denial and formation?

Course Objectives:

§ To reflect upon, yet press beyond individual experience to articulate and comprehend larger and systemic race, class, and gender inter-relationships and hierarchies

§ To explore the interrelationship between whiteness and Africa, Asia, Mexico, the Middle East, & the Caribbean

§ Gain a working knowledge of 19th and 20th century white ethnic histories, Critical Whiteness Studies, and Critical Race Theory

§ Provide skills to analyze gender, race, sexualities, class, and ability as social constructions with material consequences

§ Learn how to critically read, interpret, and critique texts, music, visual culture

§ Hone vocabulary, public speaking, writing, and analytical skills

§ Gain a better understanding of the interplay between dominant power structures, subgroup identities, and subjectivity, (i.e. agency and empowerment)

§ Work effectively in groups, structured, and non-structured environments

§ Have fun while learning ; -)

Required Pre-reading:

· Terrance MacMullen, "Beyond the Pale"

Required Texts:

We will read the following required texts. The majority of these texts are on two hour book reserve at the library. If you cannot purchase all, please go to the library desk, read or photocopy the required pages, and take notes while you read to bring to class for easy recollection. You may also consider some of the discount websites, sharing a book with a peer, or checking some of these books out from the local county libraries. If you would like to read about the content of these texts, click on the book name. If you would like to read a sample of these texts, please click on the 'excerpt' link:

(2005) David Roediger, Working Toward Whiteness

(2005) Michael Kimmel, Manhood in America [excerpt]

(2004) Eric Avila, Popular Culture in the Age of White Flight [excerpt]

(1998) George Lipsitz, The Possessive Investment in Whiteness [excerpt].

(1993) Ruth Frankenberg, White Women, Race Matters [excerpt]

Selections from these texts are on book reserve at the U of A library.

· Maurice Berger ed., Whiteness in Contemporary American Art

· Hilton Als ed., White Noise: The Eminem Reader

Our Course Reader (available @ ERES):

· Terrance MacMullen, “Beyond the Pale”

· Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”

· Robyn Weigman, “Whiteness Studies and the Paradox of Particularity”

· John Kuo Wei Tchen, “Believing is Seeing: Transforming Orientalisms and the Occidental Gaze”

· Phillip Deloria, “Literary Indians and Ethnographic Objects”

· hooks, "Representing Whiteness in the Black Imagination;" "Killing Rage, Ending Racism"

Our Viewing and Listening Materials:

Art Slides

· Faith Ringgold images

· Sam English images

· The exhibition Black Belt

· The exhibition White: Whiteness in Contemporary Art (view images here).

· Images from Let Us Now Praise Famous Men

· Images from the 'monopoly-inspired' franchise (please note: this is not an endorsement; it is an interrogation)

· Line drawings/'cartoons' that address the cultural politics of immigration narratives

Films (Note: We will watch one-to-two documentaries and view several film clips dependent on availability)

Michael Douglas Film clips (Disclosure, Falling Down, Wall Street)

Lean on Me (short clip)

· Read reviews here.

Crash

· Watch trailer here

· Read review here

Higher Learning (short clip)

· Read reviews here.

Good Fences (we will watch a short clip of this film)

· Learn more about this film here

Color of Fear

· Online facilitator guide for this film

· Learn more about this documentary

8 Mile (we will watch short clips of this film)

· Watch trailer here.

· Read reviews here.

Suggested Films (Note: You may find the following documentaries of interest):

Skin Deep

· Online facilitator guide for this film

· Learn more about this documentary

Race: The Power of An Illusion

· Online facilitator guide for this film

· Learn more about this documentary

Poor White Trash

· Watch trailer here.

Crash

· Watch trailer here.

White Man's Burden

· Watch trailer here.

· Listen to soundtrack samples here.

· Read reviews here.

Music

· Yellow Peril (read essay about this band and other Asian American Hip-hop groups here).

· Eminem (watch his video for "Mosh" here; read about issues raised in video here).

· Tupac Shakur

· Jill Scott

· Kanye West

Note: If you have suggestions for music to use for this course, please email the web-spinner.

Assignments:

Course Requirements:

Participation (25%): You will complete the assigned reading by the designated dates on the course schedule, complete thoughtful, online Blog entries that relate to the assigned reading and course topics, and do one in-class presentation. On a weekly basis you will also demonstrate that you have read, digested, and carefully considered the material. You will thus bring 1point for discussion each time our class meets, and you should write down these points for easy recollection. You may want to use your Blog entry, or the most important concept you learned from the reading as your 1 point for discussion. I regularly call on students to participate in class in response to the reading assignments, so writing out your thoughts ahead of time will aide you with your readiness to grapple with the material in class. Your willingness to engage during class time will account for 1/4 of your participation grade. I may administer pop (un-announced) quizzes.

Blog entries: You are required to complete 12 out 15 Blog entries at our course weblog. Each entry will consist of a few sentences in response to the week's question. We will use blog entries to help facilitate discussion, and to facilitate on-going engagement with the course concepts and themes. While your blog entries are informal responses, please follow proper netiquette when posting to our weblog (i.e., no flaming). These entries will account for 1/4 of your participation grade. Click here to go to your Blog now!

In-Class Reading Presentation: Pairs of students will facilitate discussion on given days. As a facilitator, you will point out the main arguments/subjects of the day’s reading and propose two questions for the class to consider during class discussion. While students will convey their understanding of the material by drawing upon a few key points, facilitators will not summarize the reading. The facilitators should choose a few vocabulary words or concepts to define during their presentation that were initially unfamiliar to them (I will help you with this requirement). The total time of the presentations will consist of fifteen minutes (7 1/2 minutes each), and I will keep time. After your presentation, we will have a larger group discussion, which I will facilitate. The presentation will reflect 1/4 of your overall participation grade.

Attendance: Because this class meets only once a week, you have two free absences. I do not include University recognized or religious holidays in this count. Please see the course syllabus for more about the absence policy. Attendance accounts for 1/4 of your participation grade.

Exams: You will have five-to-six short exams that will require you to recall the main points of the assigned reading.

Midterm Exam (25%): You will have an in-class midterm exam that will require you to synthesize and demonstrate mastery over the main ideas of the first half of the course using the semester’s readings, viewing materials, and lectures. The format of your midterm exam is short answer, identification, and essay. It does not require a blue book. You will receive a midterm review sheet at least two weeks before our exam (click here to download the midterm review sheet). The midterm will cover lecture, discussion, visual materials, and readings for the first half of the class. Your midterm is 7 March 2006.

Final Project (25%): You must choose your final project topic by the fourth week of classes. Your final exam constitutes a written and public speaking project and it is collaborative. The final project is due 9 May 2006, 5-7pm. Groups of 3-5 five students will construct a multi-media art installation and written report that explores the interrelationship between a major racial-ethnic group or geographical region and whiteness. Thus, your group will choose a painting, photograph, or material artifact that represents and signifies on the social construction of whiteness. While you will likely discuss the dynamics of power, race, and discrimination in your written portfolio and in your oral presentation, group projects will not simply explore ‘racism’ targeted toward a racial ethnic group/region by a white racial-ethnic group. Rather, your group will construct a high quality, interdisciplinary project that draws from history, music, visual culture, and literature to analyze how whiteness is constructed, deployed, and inter-relates to another identity category or geographical space. I will handout a separate sheet that outlines this project in detail. There are seven choices. Groups will explore whiteness and:

Group Region

Asian American/Pacific Islanders Middle East

American Indians/Alaskan Natives Africa

Black Americans/African Americans Caribbean

Chicanos/Latinos/Mexicanos

Calendar and Reading Schedule

(Please Note: I reserve the right to make changes to the course schedule):

January: Mapping Critical Whiteness Studies

17th: Course Intro; Read MacMullen and MacIntosh (Suggested reading: Weigman)

Blog Question: In your own words describe the goals of Whiteness Studies

24th: Read hooks, Kuo Wei Tchen, and Deloria. View images from Faith Ringgold, Black Belt and Sam English at ERES. Listening Selection: Yellow Peril

Blog Question: bell hooks writes that it is often difficult to imagine people of color finding whiteness terrorizing in the same way the dominant culture is often afraid of other racial-ethnic groups. Why do you think some may find it implausible that whiteness instills fear in non-white, racial-ethnic minorities?

31st: Read selections from Berger ed., pp.: 1-21 (Williams); 22-32 (Berger); 66-67 (Simmons) 90-103 (Roediger); View images from Let Us Now Praise Famous Men and White in PowerPoint at ERES.

Blog Question: Berger writes that most white Americans can exist in society without thinking about the color of their skin and advocate color blindness as a viable response to racism. How does whiteness affect your everyday life?

Exam One

February: Becoming White and the Construction of Manhood(s)

7th: Read Read Roediger, 1-132.

Blog Question: Does prejudice exist between Euro-ethnic groups today? In other words, are there still distinctions made between white ethnic groups and do those groups face discrimination as a result?

14th: Read Roediger, 133-244.

Presentations: Gemma, Enobong

Blog Question: Is there a compensation for being white in the 21st century? In other words, does white privilege exist in the 21^st century?

Exam Two

Presentations: Jenna, Lauren, Kai

21st: Read Kimmel, 1-156; Viewing: the best of Michael Douglas

Blog Question: Does hegemonic masculinity affect men in the 21^st century? In other words, are there prescriptions of manhood that men feel pressure to conform to, or has the metro-sexual movement erased rigid definitions of being and acting like “a real man?”

Presentations: Brooke, Stephanie

28th: Read Kimmel, 156; 191-336; Viewing: The Color of Fear

Blog Question:Kimmel argues that what often looks like discrimination against women perpetuated by men is in actuality the process of men competing with other men. Do you agree?

Presentations: Latasha, Adrianna

March: Representing Whiteness

7th: MIDTERM EXAM Download the midterm study guide at ERES.

21st: Read Avila, 1-144.

Blog Question: In what dominant ways does popular culture shape prominent ideas about the city and how does this representation affect movement into or out of this and other geographical spaces?

Mid-semester Reflections Due

Presentations: Aisha, Michael, Dari

28th: Read Avila, 145-224. Viewing: clip from Crash

Blog Question: According to Avila , how did freeway construction and the streetcar system affect social relations in urban public spaces?

Exam Three

Presentations: Ashlee, Todd

April: Buying into Whiteness and the Politics of Identity

4th: Read Lipsitz, vii-117; Viewing: clip from Good Fences

Blog Question: Cultural critic George Lipsitz uses examples from other authors to suggest racism 'is not a Black problem,' but a 'white problem.' Do you think this is true? Why/why not?

Presentations: Ike, Kari, Randall

11th: Read Lipsitz, 139-157; 184-234; Viewing: clip from Lean on Me

Blog Question: Lipsitz describes several, tangible examples of inter-ethnic alliances among historically marginalized groups, especially during times of unrest, e.g., World War II. Drawing from your own experience or knowledge base, answer the following question: What conditions are necessary to secure alliances among racial-ethnic groups that often find themselves in competition for scarce resources and political power?

Exam Four

Presentations: Mara, Faith, Ashley W.

18th: Read Frankenberg, 1-136.

Blog Question: What do the stories of the women in Frankenberg’s book reveal about the relationship between gender, race, and discrimination?

Presentations: Marcus, Will

25th: Read Frankenberg, 137-243.

Blog Question: Which narrative in Frankenberg's book did you find most compelling and why?

Research Day: Please meet your final project groups at the library!

Presentations: Kili, Paul, Skye (Written and turned in May 2nd)

May: Where do we go from here?: (Post?)modern Whiteness

2nd: Read Selections from Als; hooks, "Killing Rage, Ending Racism;" Listening Selection: Eminem, "Mosh," and Jill Scott, "Watching Me"; Course Reflections

Blog Question: Can you think of a musical text or performer that addresses ending racism or represents transformative whiteness?

Presentations: Taylor, Arielle

Exam Five

9th: Final Exam: Projects Due and Exhibit (We will hold a contest to come up with an appropriate title for our end of the semester final project exhibit).

Blog Question: What is the most important concept you learned in this class and how has your knowledge about our course's subject matter been augmented throughout the semester?

Here are the final project groups for Spring 2006:

Africa Group:

· Brooke

· Latasha

· Stephanie

· Ike

African American Group:

· Adrianna

· Wilson

· Kari

· Mara

Chicano/Latino/Mexicanos Group:

· Ashlee C

· Michael

· Sean

· Paul

Indigenous Nations Peoples /American Indian Grou p

· Faith

· Kai

· Dari

· Aisha

Middle East Group

· Gemma

· Lauren

· Ashley W

· Arielle

Caribbean Group

· Taylor

· Randall

· Todd

· Marcus

Asian American/Pacific Islander Group

· Jenna

· Kili

· Skye

· Enobong

Special Events:

TBA (Note: I hope we will have at least one field trip this semester :-).

Student Documentary Projects (Quicktime Movies):

Student Skits on Ways of Seeing/Not Seeing Race (Quicktime files--click on term to open).

· Generational views on race

· Race and job discrimination

· Race and social circles

The Occidental Gaze: Student Presentations (Quicktime files--click on term to open).

· The Middle East

· Africa

· The Caribbean

· Asian Pacific Islanders/Asian Americans

· Indigenous Nations Peoples/American Indians

· Black/African Americans

· Chicanos/Latinos/Mexicanos

Student Discourse on Inter-racial Dating [view here].

Where Do We Go From Here? Whiteness and Transformation [view here].

Student Reflections (Spring 2005):

"This course as a whole was great. I enjoyed all the in class discussions and most of the topics that we covered. I really liked doing the skin-deep presentation; it was fun getting to know the other participants, and actually presenting"!

-- Amy Stideman

"I felt I had a great deal of understanding of the various minorities in the United States. But, after the completion of the final project, I learned a lot more about the various differences between Asian and Asian American cultures."

-- Chinenye Anako

"I learned a great deal by doing the final project. I was able to learn about a region of the world (Caribbean) that I would not otherwise have learned about on my own."

--Ashley Roland

"The issues of the class really hit home. I can make a difference by setting an example and raising my future kids to be aware of social issues and promote social justice."

-- Katie Kerns

"I have gained more friends in this class than in all of my previous classes combined. By putting us into groups for the final project, we were allowed to work together to produce a project with shared responsibilities. Thank you Dr. Whaley for an enjoyable classroom experience."

-- Kevin Copeland

"I appreciated that whiteness was studied from a global perspective, meaning from various cultures and ethnicities. I took it further than the classroom as it became a topic of discussion amongst many friends throughout the semester."

-- JP Jones

"From my final project, I learned a lot about Africa and its people."

-- Akin Akinniyi

"I learned a lot. I went in with an open mind and left with a more open one."

-- Mfon Etukeren

"Thanks for a wonderful semester! You know you enjoyed a class a great deal when you keep your textbooks, rather than selling them back"! :)

-- Annie Gailard

"I have learned so much about racism. I have learned and realized my own behaviors about racism. This course was a great experience for me."

-- Shanica Dale Bourne

"There was a lot of valuable information in the classroom lectures and discussions that have taught me so much about the world. What I will do with my knowledge is act on it, and maybe my voice won't be strong enough or loud enough to change the entire world, but I can't let that stop me."

-- Amber Chaulklin

"The final project was pretty interesting, in that it made you look into the struggles of another race. It opens people's eyes to understand that Blacks are not the only ones struggling to overcome white America."

-- Kamala Parker

"Hopefully, I will get the opportunity to share what I've learned with other people who may not be aware of what I have been exposed to during this class. I know that many people are jaded and feel they can't make a difference in regards to racism, but at least I'm one person who believes that it can definitely start with the self."

-- Amanda Corrales

Note: If you would like to add an additional reflection, please email the web-spinner.

Critical Whiteness Studies Links:

Websites:

· White Privilege A site dedicated to anti-racist education and providing anti-racist resources. Also see an interesting thread on the topic of Whiteness Studies via H-NET.

· Whiteness Studies Deconstructing the Race Website of definitions, bibliographic sources, and news events on Whiteness Studies and anti-racist efforts.

· Whiteness Studies Bibliography Probably the best bibliography out there on the topic. Includes sources on education, literature, autobiography, film, art, and critical theory.

· Irish American; Italian American, Working Class Studies, Marxist Studies. These sites provide a wealth of information on white ethnicity, ethno religious, and working class identities.

· Center for the Study of White American Culture Do not let the name fool you. This organization disseminates resources and information on Multi-Cultural Education.

· Race Traitor This is site is designed to provide activist-oriented writing and links by white Americans geared toward abolishing racism by the dominant culture.

· Whiteness Bibliography: click here

Online interviews of possible interest:

§ bell hooks

§ Maulenga Karenga

Syllabus for the Course: Africa Diaspora / Culture and Religion

University of Arizona

College of Humanities

Africana Studies Program

AFAS 204: AFRICA DIASPORA/CULTURE AND RELIGION

Spring 2006 TTH 11-12:15 PSY 209

Dr. Kevin Donald, Instructor Office Hours: TBA

Ph: 621-5665 kdonald@email.arizona.edu

Course Description:

The objective of this course is to challenge students to integrate knowledge of the story of African American culture and religion in its historical context. In the course we will examine specific contexts of culture and religion. While mainstream discussions in the West concerning religion have been taught apart from secular culture, it is virtually impossible in the case of Africana Studies. This approach will sharpen your critical ability to extrapolate spiritual meaning from its real context and not look for a kind of Westernized Africana academic theology. The course necessitates the examination of “culture”, and religion as a part of that culture. The implications are that they are all part of the same whole.

Required Texts:

Harding, Rachel E.

2000 A Refuge in Thunder: Candomble and Alternative Spaces of Blackness. Bloomington, Indiana University Press.

Mintz, Sidney W. and Richard Price

1976 The Birth of African American Culture: An Anthropological Perspective. Boston, Beacon Press.

Hurston, Zora Neale

1938 Tell My Horse: Voodoo and Life in Haiti and Jamaica. New York, Harper and Row.

204 Website Readings

Suggested Readings

Gomez, Michael

2005 Reversing Sail: A History of the African Diaspora. United

Kingdom, Cambridge University Press.

Lewis, William F.

1993 Soul Rebels: The Rastafari. Illinois, Waveland Press.

Mintz, Sidney W.

1985 Sweetness and Power: The Place of Sugar in Modern History.

New York, Penguin Books.

Price, Richard (ed.)

1979 Maroon Societies: Rebel Slave Communities in the Americas. Baltimore, The John Hopkins University Press.

Schaffer, Matt and Christine Cooper

1980 Mandinko: The Ethnography of a West African Holy Land. San Francisco, Holt, Rinehart and Winston

Wilmore, Gayraud (ed.)

African American Religious Studies: An Interdisciplinary

Anthology. Durham: Duke University Press.

Course Requirements:

(i) You are expected to be present and to participate in critical discussions at every class period. Participation and attendance are important aspects of this course (200pts). Missing more than three classes without proper excuse such as serious illness (documentation will be necessary) will cause your final grade, at the discretion of the instructor, to being drastically diminished.

(ii) You will be required to complete all readings assigned prior to class meetings. Quizzes, group exercises, presentations, etc. will be given periodically for a total of 200 points. Quizzes and other ‘in-class’ work can not be made up.

(iii) You are required to write two book reviews. Book Review 1 is due February 21^st and Book Review 2 is due March 30^th (for a total of 100 points). On and/or following the due dates for Book Reviews students will be selected randomly to give presentations on their review. Failure to be prepared or participate will cause your final grade, at the discretion of the instructor, to be drastically diminished.

(iv) There will be a mid-term examination (100 points). The mid-term will be held Thursday, March 9^th.

(v) You will be expected to write a research paper of at least 8 pages, which is worth 200 points. The paper themes and topics must be discussed with and approved by the instructor prior to completion. The deadline for research topic approval is April 4^th . If you attempt to have your topic approved after this deadline you with have points (at the discretion of the instructor) automatically deducted from your final research paper grade. The paper is due May 2^nd. No late papers will be accepted.

Grading Criteria and Scale:

A=800-720

B=719-640 Midterm Examination = 100 points

C=639-560 Quizzes/Group Exercises = 200 points

D=559-480 Attendance = 200 points

E=479 and below Book Review 1 = 50 points

Book Review 2 = 50 points

Research Paper = 200 points

Total = 800 points

Course Schedule:

WEEK #1 – Introduction to African Diaspora Culture and Religion

1-12 Introduction to the main ideas of the course

WEEK #2 - Introduction to African Diaspora Culture and Religion

1-17 Culture and Religion

1-19 Intro to Black Studies – Karenga (website under AFAS 220)

WEEK #3 – Methodological Issues in the Study of the African Diaspora

1-24 Black Studies and Multiculturalism – Marable (website under AFAS 204)

1-26 The African Diaspora – Inikori (website under AFAS 204)

WEEK #4 – The International Slave Trade as a Migratory Force

1-31 The African Diaspora – Inikori (website under AFAS 204)

2-2 The African Diaspora - Inikori

WEEK #5 – The Transmission of African Gods in the African Diaspora

2-7 Death of the Gods-Raboteau (website under AFAS 220)

2-9 Death of the Gods-Raboteau

WEEK #6 – The Transmission of African Gods in the African Diaspora

2-14 African Gods in the Americas (website under AFAS 204)

2-16 The Gullah/The Language You Cry In

WEEK #7- Presentations

2-21 Presentations - BOOK REVIEW #1 – DUE!!!

2-23 Presentations

WEEK #8 – The Birth of African American Culture

2-28 Presentations - Mintz and Price – Chapters 1-4

3-2 Presentations - Mintz and Price – Chapters 5-7

WEEK # 9 - MIDTERM EXAMINATION WEEK

3-7 Mid-term Review

3-9 Mid-term Examination

WEEK # 10 – SPRING BREAK

3-14 NO CLASSES

3-16 NO CLASSES

WEEK # 11 –Afro-Brazilian Culture and Religion

3-21 Harding – Chapter 1-5

3-23 Harding – Chapter 6 & 8-9

WEEK # 12 - Afro-Brazilian Culture and Religion

3-28 Film - Black Orpheus

3-30 Film – Black Orpheus - BOOK REVIEW #2 – DUE!!!

WEEK # 13 – Presentations

4-4 Presentations – Deadline for Research Topics

4-6 Presentations

WEEK # 14 - Presentations

4-11 Presentations

4-13 Presentations

WEEK # 15 – Afro-Caribbean Culture and Religion - Jamaica

4-18 Presentations

4-20 Hurston – Part I

WEEK # 16 – Afro-Caribbean Culture and Religion - Haiti

4-25 Hurston – Part II & III

4-27 Film- Serpent and the Rainbow

WEEK # 17 - Metaflextion

5-2 Metaflextion /RESEARCH PAPERS DUE!!!

*NOTE: THERE WILL BE NO FINAL EXAMINATION!!!

HAVE A WONDERFUL SUMMER!!!

Syllabus for the Course: African American Religion

University of Arizona

College of Humanities

Africana Studies Program

AFAS 344: AFRICAN AMERICAN RELIGION

Spring 2006 MWF 11-12 CHAV 307

Dr. Roderick Donald, Instr. Office Hours: 12:15-2:15T

Ph: 621-5665 kdonald@email.arizona.edu

Course Description:

The objective of this course is to provide you with a critical look at the story of African American religion in its historical context beginning in Africa and into the U.S. The fundamental objective will be to understand the “Folk Theology” as it arose out of the struggle for liberation and the day-to-day living of Africans in America. This course will assume along with Dr. Cornell West, Dr. James Cone, Dr. Milton Sernett, and Dr. Delores Williams that the fundamental theology of African Americans is that which is intertwined with the story and struggle of the people, which includes African traditional religion, Christianity and Islam. Literary criticism will be given attention along with an extremely careful historical and sociological look at the African American story from a religious perspective. Actually, we will assume that it is virtually impossible to examine African American religion without viewing the inescapable role of social and cultural change.

Required Texts:

Lincoln, C. Eric and Lawrence H Mamiya

1990 The Black Church in the African American Experience. Durham:

Duke University Press.

Sernett, Milton C. (ed.)

1985 Afro-American Religious History: A Documentary Witness.

Durham: Duke University Press.

Cone, J.

1970 Black Theology and Black Power. New York, Seabury Press.

Williams, Delores

1993 Sisters in the Wilderness. Maryknoll, New York.

Website Readings @ www.upfrontsolutions.biz/dr_donald/index.html

Suggested Readings:

West, Cornel

1993 Keeping Faith: Philosophy and Race in America. New York: Routledge.

Wilmore, Gayraud (ed.)

African American Religious Studies: An Interdisciplinary

Anthology. Durham: Duke University Press.

Grier, William H. and Price Cobbs

1971 The Jesus Bag. New York: McGraw-Hill.

Course Requirements:

(i) You are expected to be present and to participate in critical discussions at every class period. Participation and attendance are important aspects of this course. Missing more than five classes without proper excuse such as serious illness (documentation will be necessary) will cause your final grade, at the discretion of the instructor, to being drastically diminished.

(ii) You will be required to complete all readings assigned prior to class meetings. Quizzes, group exercises, etc will be given periodically for a total of 200 points. Quizzes, as well as other ‘in-class’ work can not be made up.

(iii) You are required to write two book reviews. Book Review 1 is due February 20^th and Book Review 2 is due April 7^th (for a total of 100 points). On and/or following the due dates for Book Reviews students will be selected randomly to give presentations on their review. Failure to be prepared or participate will cause your final grade, at the discretion of the instructor, to be drastically diminished.

(iv) There will be a mid-term examination (100 points). The mid-term will be held Wednesday, March 8^th.

(v) You are expected to write a research paper of at least 10 pages, which is worth 200 points. The paper themes and topics must be discussed with and approved by the instructor prior to completion. The deadline for research topic approval is April 21^st. Any student attempting to have their topic approved after this deadline will have points (at the discretion of the instructor) automatically deducted from their final research paper grade. The paper is due the 3^rd of May. No late papers will be accepted.

* Students can also earn extra credit (5 points per event accompanied by a 1-page summary of the event and themes discussed during the event) towards enhancing their grades by attending other lectures and events sponsored by the Africana Studies Program. There is usually a Spring Lecture and Film Series sponsored by the Africana Studies Program, which provides students an opportunity to gain additional exposure and knowledge about the lived-experience of people in black skin living in America.

Grading Criteria and Scale:

A=800-720

B=719-640 Midterm Examination = 100 points

C=639-560 Pres/Quizzes/Exercises = 200 points

D=559-480 Attendance = 200 points

E=479 and below Book Review 1 = 50 points

Book Review 2 = 50 points

Research Paper = 200 points

Total = 800 points

Course Schedule:

WEEK #1 – Introduction to African American Religion

1-11 Introduction to the main ideas of the course

1-13 Mbiti – African Traditional Religion

WEEK #2 - African Religious Traditions in the African American Church

1-16 No Class – Dr. MLK Holiday

1-18 Mbiti – African Traditional Religion

1-20 Wilmore, Part 1 # 1 – The Development of Black Religion in America

(upload from Website under 344).

WEEK #3 - African Religious Traditions in the African American Church

1-23 Wilmore, Part 1 # 1 – The Development of Black Religion in America

1-25 Raboteau – Death of the Gods

1-27 Raboteau – Death of the Gods (upload from Website under 220)

Film-Gullah Language and Religion

WEEK #4 – African Religious Traditions and Early African American Churches

1-30 Sernett #1- Traditional Ibo Religion and Culture

2-1 Sernett # 3-Slave Conversion on the Carolina Frontier

2-3 Sernett #7- Plantation Churches: Visible and Invisible

WEEK #5 - Early African American Churches

2-6 Sernett #11 - Religion and Slave Insurrection

2-8 Sernett #12 – Slaveholding Religion and the Christianity of Christ

2-10 Sernett#14 – Life Experience and Gospel Labors

WEEK #6 - Early African American Churches

2-13 Sernett #16 – A Female Preacher among the African Methodists

2-15 Sernett #18 – Our Wretchedness in the Consequence of the Preachers of Religion

2-17 Wilmore, Part 1 #4 – Folk Religion and Negro Congregations

(upload from Website under 344).

Film - The Language You Cry In

WEEK #7- Book Review Presentations

2-20 BOOK REVIEW #1 – DUE!!! - Presentations Begin

2-22 Presentations

2-24 Presentations

WEEK #8 - Early African American Churches and the Struggle For Freedom

2-27 Presentations - Readings: Sernett #35 – Of the Faith of the Fathers

3-1 Presentations - Wilmore, Part 4 #16 – The Rise of African Churches in America(upload from Website – www.upfrontsolutions.biz/dr_donald.index.htm.)

3-3 Wilmore Part 2 # 9 – Biblical Historical Study as Liberation

WEEK # 9 - MIDTERM EXAMINATION WEEK

3-6 Presentations

3-8 MID-TERM REVIEW

3-10 MID-TERM EXAMINATION

WEEK # 10 – SPRING BREAK

3-13 No Classes – Spring Break

3-15 No Classes – Spring Break

3-17 No Classes – Spring Break

WEEK # 11 –Understanding the Black Religious Experience, Sociologically

3-20 Lincoln – Chapter 1 - The Religious Dimension

3-22 Lincoln - Chapter 1 - The Religious Dimension

3-24 Lincoln - Chapter 2 - The Black Baptists

WEEK # 12 - Understanding the Black Religious Experience, Sociologically

3-27 Lincoln - Chapter 3 - The Black Methodists

3-29 Lincoln - Chapter 4 – The Black Pentecostals

3-31 Lincoln – Chapter 5&6 Black Rural and Urban Clergy

WEEK # 13 – Contemporary Philosophy of Religion

4-3 Lincoln – Chapter 7 – The New Black Revolution

4-5 West – Keeping Faith-The Historicist Turn in Philosophy of Religion

4-7 BOOK REVIEW #2 DUE!!! - Presentations begin

WEEK # 14 - Book Review Presentations

4-10 Presentations

4-12 Presentations

4-14 Presentations

WEEK # 15 – Women and African American Religion

4-17 Presentations:Lincoln – Chapter 10 – The Pulpit and the Pew:

4-19 Library Orientation

4-21 Presentations:Williams – Chapters 1 & 5

Research Paper Topics Due!!!

WEEK # 16 – The Black Consciousness Movement and the Church

4-24 Williams – Chapter 6.

4-26 Cone – Chapters 1 & 6 – Toward a Constructive Definition of Black Power Revolution, Violence and Reconciliation, Respectively.

4-28 Film – Ida B. Wells: A Passion for Justice

WEEK # 17 – The Black Consciousness Movement and the Church

5-1 Film – Ida B. Wells: A Passion for Justice

5-3 Metaflextion

RESEARCH PAPERS DUE!!!

*NOTE: THERE WILL BE NO FINAL EXAMINATION!!!

HAVE A WONDERFUL SUMMER!!!

https://www.polis.arizona.edu/files/spring06/AFAS_344-01/344%20Syllabus%20Spring%2006.doc

Other Courses of Note

AFAS 255 -- African American Politics (3 units)
Description: This course is designed to illumine the political economy of the African American community in the United States, with special attention to issues of race, politics, class and gender. Major themes in the course will focus on the struggles of African American people for justice from the period of reconstruction through the civil rights and post-civil rights eras. The question of Black political organizing and institution building both within and outside the dominant structures of the U.S. political economy will be discussed throughout the course.

AFAS 260 -- Ethnic Relations in the United States (3 units)
Description: Analysis of minority relations and mass movements in urban society; trends in the modern world, with special reference to present-day race problems and social conflict.

AFAS 304B -- The Social Construction of Race:Blackness (3 units)
Description: In constructing this course, the recognition of Whiteness/Blackness is not solely a reactionary response to challenges from persons of color: it is also a reflection of the need to provide a narrative of Whiteness/Blackness that intends an understanding of the notion of Whiteness/Blackness as a racial category and the implications of this categorization and association. For example, naming Whiteness displaces it from the unmarked status that is itself an effect of dominance. Within the particular disciplines of Anthropology and Ethnic Studies, Whiteness, Blackness and Race have come to be earnest subjects of Study. Being White or Black in the 1990's, however, is far from straightforward. It is riddled with ambiguity and marked by a general sense of racial angst as to what it means to be White or Black. This course will attempt to respond to the question: what does it mean to be Black/White in our global climate?

AFAS 330 -- Minority Groups and American Politics (3 units)
Description: Political problems of the poor; analysis of systematic poverty in the U.S. and theories of causation; selected policy problems: education, housing, job training, enforcement of anti-discrimination statutes; future of "power" movements. This is a

AFAS 444 -- Rethinking Race and Health in the United States (3 units)
Description: This course is designed to expose undergraduates to the complexity of cultural and ethnic considerations as they pertain to the health and well being of underrepresented groups in the U. S., such as, African Americans. Drawing on perspectives from public health, the social/behavioral sciences, and perspectives from Africana Studies, we will engage in the comparative study of health cultures. We will explore the historical and contemporary multilayered social, cultural, political, and economic systems that engender the social and cultural determinants that shape health status, health behavior and health inequalities of Africana peoples in the United States.

AFAS 487B -- Race and Public Policy (3 units)
Description: Examination of the race issue in the context of American politics. Focuses on race related events and policies during the urban/industrial transformation, the Depression and New Deal, World War to the Brown Decision of 1954, the Civil Rights years to the present.

Political Science Department

http://polisci.web.arizona.edu/

“The Department of Political Science is in the College of Social and Behavioral Sciences. The department offers courses on the philosophies, processes, organizations, methods, and policies of government and related political institutions. These courses focus on government and politics in the United States and foreign countries and also on how governments of different nations relate to one another. Political science instruction is useful for pursuing careers in government, politics, law, business, education, journalism, and the media.”

Professor V. Spike Peterson

Peterson’s Departmental Biography:

V. Spike Peterson is a Professor in the Department of Political Science with courtesy appointments in Women’s Studies, Comparative Cultural and Literary Studies, Center for Latin American Studies, and International Studies. She edited and contributed to Gendered States: Feminist (Re)Visions of International Relations Theory (1992) and co-authored (with Anne Sisson Runyan) Global Gender Issues (1993, 1999), which was one of the first and still most widely used texts on gender and world politics. Her most recent book, A Critical Rewriting of Global Political Economy: Reproductive, Productive and Virtual Economies (2003), introduces an alternative analytics for examining intersections of ethnicity/race, class, gender and national hierarchies in the context of today’s globalizing–and polarizing--dynamics. She has published more than fifty journal articles, reviews and book chapters on the topics of feminist international relations theory, global political economy, nationalism, democratization, heterosexism, human rights, and critical postmodernist and feminist theory.

Peterson was awarded a MacArthur Foundation Research and Writing Grant in 1995, a Fulbright Scholarship for research in the Czech Republic (declined) in 1997, and has held Visiting Research Scholar Fellowships at Australian National University (1995), University of Bristol (1998) and University of Göteborg (2000). She has guest lectured at numerous universities in the United States, Canada, Australia and Europe, been an invited speaker at international conferences in Europe, Asia and Latin America, and is listed in Who’s Who in the World and Who’s Who in America.

Peterson was among the founders and twice the program chair of the Feminist Theory and Gender Studies Section of the International Studies Association, and has served as an Advisory Board Member for the Society for Women in International Political Economy and Editorial Board Member of the International Political Economy Yearbook. She currently serves as an Academic Associate of the Atlantic Council of the United States and on the editorial boards of Women & Politics, International Feminist Journal of Politics, Globalizations, New Political Science, Westview’s “Dilemmas in World Politics” Series and Routledge’s “Review of International Political Economy” Series. In 2000-2001 she received the national Mentor Award of the Society for Women in International Political Economy, as well as the Provost’s General Education Teaching Award at the University of Arizona. She regularly teaches a General Education course (INDV 101: Politics of Difference: Race/Ethnicity, Class, Gender and Sexualities), undergraduate courses in political science that are cross-listed with Women’s Studies, and graduate seminars on contemporary social theory, theories of the state, and global political economy.

Peterson’s RateMyProfessors Remarks:
http://www.ratemyprofessors.com/ShowRatings.jsp?tid=426981&all=1

DO NOT TAKE THIS CLASS IF YOU ARE CONSERVATIVE OR A WHITE MALE! you will be blamed for all the problems in the world. i agree with alot of the ideas presented, just not the way which they were. not much room for debate with her…

Although I agree with most of the arguments given by both her and the readings, I didn't like the way they were presented. They basically left out any room for debate by saying that "this is the only correct way to think! If you think otherwise you are a ****!" If it were more open to debate, it would have made the class much more interesting.

… She is a crazy, liberal, feminist. I wish the class was taught by the TA's

Interesting class. It depends on what your viewpoint is, as you may or may not agree with what is said. Pretty Liberal

Although this was presented from a very liberal point of view it was refreshing to hear this side of the issue instead of the biased conservative fodder we get from the news and Washington and other institutions dominated by the upper class white men. Thank you Spike!

A really interesting class, but it's presented from a completely liberal view. She basically blames white, middle-upper class men for every social problem in the world...be prepared to take a beating if your family has any kind of money or if you're white…

The worst professor ever. Radical feminist…

Horrible professor(if she could even be called that). She is a very close minded radical feminist. She bashes men every day of the week and even goes as far as bashing the current lifestyles of many women. Again she is very close minded and accepts no arguments against her. Avoid this class!!!

Spike doesn't teach. All she does is lecture and talk about her radical feminist lifestyle. It's all "male bashing" and in my opinion, this woman is a horrible influence on young minds. If you HATE men, this is the course for you! It's appauling and repulsive. Worst teacher ever!

Spike (aka: Valerie) is a radical feminist, only teaching to turn young women on to her lifestyle. In my opinion, she shouldn't be allowed to teach anywhere. This is my opinion and I'm sticking to it. There's no slander, it's truth. AVOID her courses!

I paid for "Women in Politics" and expected to study just that. Instead, she pushed her radical feminist agenda at U. of Arizona. Awful!

Syllabus for the Course: Feminist Political Theory

Fall 1996

FEMINIST POLITICAL THEORY

POL 433/533 and WS 433/533

Professor V. Spike Peterson

318B Social Sciences; 621-7600, 8984

Course description

Because gender is socially constructed, it is instructive to study how gender ideologies--which profoundly shape today's intellectual inquiries and political realities--have been articulated in the form of political theory. In this course we will briefly review the tradition of Western political theory through a gender-sensitive lens and survey developments in feminist political theories.

Course objectives

The objectives of this course are to: 1) sensitize students to the social construction of gender and its implications for political theory; 2) enable students to identify gender bias in nonfeminist political theory; 3) familiarize students with debates and developments in feminist political theory; and 4) encourage students to make connections between theory and practice and understand how theorizing itself is political.

Course requirements/evaluation

Class Participation: Students are expected to attend all class sessions and to participate in class discussions on the basis of a critical reading of each session's assignments. Consider the following when reading: What is the major point of the article? What are the author's principal propositions? What assumptions are being made that are not explicit but significant to the argument? What are the normative and political implications of the argument and its assumptions? What are the implications for theorizing?

Response cards: To facilitate class preparation and discussion, students will be required to turn in 5x8" note cards that reflect their reading and comprehension reflection of assignments. Students will put their name in the upper right hand corner and the following information on the cards: author and title of reading assignment (one card for each reading assignment marked with an asterisk on the syllabus); in fewer than 100 of your own words, summarize the key ideas/argument of the reading and include one question (for class discussion) raised as a result of the reading. Undergraduates should think about, and graduate students will be asked to include in their response cards, critical reflections of your own in regard to the piece. For example: What question(s) does the reading raise in regard to the course topics? How does the piece build on or contradict other readings? How does the piece resonate with and/or contradict your personal experience and/or understanding? These cards will be collected at the beginning of each session and will be graded on the basis of 1) percentage of assignment completed, 2) evidence of substantive comprehension and 3) critical reflection. Response cards from graduate students may expand to 150 words and will be graded more strenuously, with greater expectations in regard to the critical reflection component.

Exams: For undergraduates, there will be a mid-term and final exam of essay questions. Study questions will be distributed the session before the exam date. I will meet with graduate students to discuss their paper assignments. Extra credit can be earned for submitting suggestions for exam questions.

Evaluation: Late cards and papers will not be accepted unless prior arrangements have been made (on the basis of documentable illness or emergencies only). Undergraduate grades will be based on response cards (30%), attendance and participation (10%), midterm (30%), and final exam (30%). I will meet with graduate students to discuss course requirements and grading.

Reading assignments

The following books are required and have been ordered through the UA bookstore:

- Pateman, Carole. 1989. The Disorder of Women: Democracy, Feminism and Political Theory. Stanford: Stanford University Press.

- Whelehan, Imelda. 1995. Modern Feminist Thought: From the Second Wave to 'Post-Feminism.' Washington Square, NY: New York University Press.

Two course packets are required and are available from Arizona Print/Copy, 1033 N. Park.

Course outline

Aug 22: Introduction: Political Theory through a Gender-Sensitive Lens

- No assignment

Aug 27: Introduction: Political Theory through a Gender-Sensitive Lens

- *Pateman, Carole. 1986. Introduction: The Theoretical Subversiveness of Feminism, in Feminist Challenges, ed. Pateman and Gross. Boston: Northeastern University Press.

- *Brown, Wendy. 1987. Where is the Sex in Political Theory? Women & Politics. 7 (Spring): 3-24.

- hooks, bell. 1989. Feminist Theory: A Radical Agenda. In bell hooks, Talking Back: Thinking Feminist, Thinking Black. Boston, MA: South End Press.

Also:

Clark, Lorenne M.G. 1976. The Rights of Women: The Theory and Practice of Male Supremacy. In Contemporary Issues in Political Philosophy, eds. J. King-Farlow and W. Shea. New York: Neal Watson Academic Publications.

Clark, Lorenne M.G., and Lynda Lange, eds. 1979. The Sexism of Social and Political Theory: Women and Reproduction from Plato to Nietzsche. Toronto: University of Toronto Press.

Donovan, Josephine. 1985. Feminist Theory: The Intellectual Traditions of American Feminism. New York: Frederick Ungar.

Ferguson, Kathy E. 1987. Male-Ordered Politics: Feminism and Political Science. In Idioms of Inquiry: Critique and Renewal in Political Science, ed. Terence Ball. Albany: State University of New York.

Jones, Kathleen and Anna Jonasdottir. 1988. The Political Interests of Gender. London: Sage. Intro and Ch. 1.

Saxonhouse, Arlene. 1985. Women in the History of Political Thought: Ancient Greece to Machiavelli. New York: Praeger.

Stiehm, Judith. 1984. Women's Views of the Political World of Men. Dobbs Ferry, NY: Transnational Publishers.

Aug 29: Getting Started: Early Sites/Sources of Misogyny

- *Coole, Diana. 1993. Women in Political Theory. Boulder, CO: Lynne Rienner Press. Ch 1.

- *Zeitlin, Froma. 1978. The Dynamics of Misogyny: Myth and Myth-Making in the Oresteia. Arethusa XI, 1-2: 149-184.

Also:

Arthur, Marilyn B. 1984. Early Greece: The Origin of the Western Attitude Toward Women. In Women in the Ancient World, ed. John Peradotto and J.P. Sullivan. Albany, NY: SUNY Press.

Cantarella, Eva. 1987. Pandora's Daughters: The Role and Status of Women in Greek and Roman Antiquity. Baltimore: Johns Hopkins Press.

Keuls, Eva C. 1985. The Reign of the Phallus: Sexual Politics in Ancient Athens. New York: Harper and Row.

Pomeroy, Sarah B. 1975. Goddesses, Whores, Wives and Slaves: Women in Classical Antiquity. New York: Schocken Bks.

Sep 3: Gender/Body/Politics in Plato and Aristotle

- *Coole, Diana. 1993. Women in Political Theory. Boulder, CO: Lynne Rienner Press. Ch 2.

- *Spelman, Elizabeth. 1982. Woman as Body: Ancient and Contemporary Views. Feminist Studies 8, 1.

Also:

- Brown, Wendy. 1988. Manhood and Politics. Princeton, NJ: Princeton University Press. Ch 4.

Elshtain, Jean Bethke. 1981. Public Man, Private Woman: Women in Social and Political Thought. Princeton, NJ: Princeton University Press.

Hartsock, Nancy. 1983. Money, Sex, and Power. New York: Longman. Ch. 8.

Okin, Susan Moller. 1979. Women in Western Political Thought. Princeton, NJ: Princeton University Press.

- Tuana, Nancy. 1983. Re-fusing Nature/Nurture. Women's Studies International Forum 6, 6: 621-632.

Sep 5: Shifting to Modern Theory: Gender/Body/Politics in Liberal/Contract Theory a la Pateman

- *Pateman, Ch 1 and Ch 4

Also:

Pateman, Ch 5

Di Stefano, Christine. 1991. Configurations of Masculinity: A Feminist Perspective on Modern Political Theory. Ithaca and London: Cornell University Press. Ch 2.

Eisenstein, Zillah R. 1981. The Radical Future of Liberal Feminism. Boston: Northeastern University Press.

- Ferguson, Kathy E. 1988. Subject-Centredness in Feminist Discourse. In The Political Interests of Gender, ed. Kathleen B. Jones and Anna G. Jonasdottir. London: Sage.

Pateman, Carole. 1988. The Sexual Contract. Stanford, CA: Stanford University Press.

Sep 10: Modern Theory: Gender/Body/Politics in Liberal/Contract Theory

- *Coole, Diana. 1993. Women in Political Theory. Boulder, CO: Lynne Rienner Press. Ch 4

- *Pateman, Ch 2

Sep 12: Reviewing Feminist Theories: Introduction

- *Whelehan, Introduction

- Eisenstein, Hester. 1983. Contemporary Feminist Thought. Boston: GK Hall & Co. Introduction.

Also:

Jaggar, Alison. 1983. Feminist Politics and Human Nature. Totowa, NJ: Rowman and Allanheld.

Tong, Rosemarie. 1989. Feminist Thought. Boulder, CO: Westview Press.

Sep 17: Reviewing Feminist Theories: Liberal Feminisms

- *Whelehan, Ch 1

- Eisenstein, Zillah R. 1981. The Radical Future of Liberal Feminism. Boston: Northeastern University Press. Pp. 3-13.

Sep 19: Pateman's Critique of the Public-Private

- *Pateman, Ch 6

Also:

Elshtain, Jean Bethke. 1981. Public Man, Private Woman: Women in Social and Political Thought. Princeton, NJ: Princeton University Press.

Nicholson, Linda. 1986. 1986. Gender and History. New York: Columbia University Press.

Sep 24: Reviewing Feminist Theories: Marxist/Socialist Feminisms

- *Whelehan, Ch 2

- *von Werlhof, Claudia. 1988. The Proletarian is Dead: Long Live the Housewife! In Women: The Last Colony, ed., Maria Mies, Veronika Bennholdt-Thomsen, and Claudia von Werlhof. London and New Jersey: Zed Books. Pp. 168-181.

Also:

Coward, Rosalind. 1983. Patriarchal Precendents: Sexuality and Social Relations. London: Routledge and Kegan Paul.

Eisenstein, Zillah R., ed. 1979. Capitalist Patriarchy and the Case for Socialist Feminism. New York: Monthly Review Press.

Kuhn, Annette, and Ann Marie Wolpe, eds. 1978. Feminism and Materialism: Women and Modes of Production. London: Routledge and Kegan Paul.

Mitchell, Juliet. Woman's Estate.

Sep 26: Reviewing Feminist Theories: Radical Feminisms

- *Whelehan, Ch 3

- MacKinnon, Catherine. 1993. Francis Biddle's Sister: Pornography, Civil Rights, and Speech. In Gender Basics, ed. Anne Minas. Belmont, CA: Wadsworth. Pp. 391-395.

Also:

Daly, Mary. 1978. Gyn/Ecology: The Metaethics of Radical Feminism. Boston: Beacon Press.

O'Brien, Mary. 1981. The Politics of Reproduction. London and Boston: Routledge and Kegan Paul.

Oct 1: Reviewing Feminist Theories: Lesbian Feminisms

- *Whelehan, Ch 4

- Moraga, Cherrie. 1986. From a Long Line of Vendidas: Chicanas and Feminism. In Feminist Studies/Critical Studies, ed. Teresa de Lauretis. Bloomington, IN: Indiana University Press. Pp. 173-190.

Also:

Phelan, Shane. 1989. Identity Politics. Philadelphia: Temple University Press.

Rich, Adrienne. Compulsory Heterosexuality.

Oct 3: The Politics of Sexuality: An Early Research Agenda

- *Ross, Ellen and Rayna Rapp. 1983. Sex and Society: A Research Note from Social Hisotry and Anthropology. In Powers of Desire, ed. Ann Snitow, Chrsitine Stansell and Sharon Thompson. New York: Monthly Review Press. Pp. 51-73.

The Politics of Sexuality and Identity: Subverting 'Givens'

- *Butler, Judith. 1990. Gender Trouble. New York: Routledge. Pp. 1-34 and 142-149.

Reviewing Feminist Theories: Black Feminisms

- *Whelehan, Ch 4

- *hooks, bell. 1984. Feminist Theory: From Margin to Center. Boston: South End Press. Pp. 1-15.

Also:

Combahee River Collective, The. 1979. In Capitalist Patriarchy and the Case for Socialist Feminism, ed. Zillah Eisenstein. New York and London: Monthly Review Press.

Dill, Bonnie Thorton. 1979. The Dialectics of Black Womanhood. Signs 4: 543-555.

Dill, Bonnie Thorton. 1983. Race, Class, and Gender. Feminist Studies. 9: 131-150.

Hooks, Bell. 1984. Feminist Theory: From Margin to Center. Boston: South End Press.

Hooks, Bell. 1989. Talking Back: Thinking Feminist, Thinking Black. Boston: South End Press.

Hooks, Bell. 1990. Yearning: Race, Gender, and Cultural Politics. Boston: South End Press.

Hosken, Fran P. 1984.

Black/Afrocentric Feminist Epistemology

- *Hill Collins, Patricia. 1991. Black Feminist Thought. Pp. 201-220.

'Third World Women' and Feminisms

- *Mohanty Under western eyes Pp. 51-80.

Also:

Anzaldua, Gloria, ed. 1990. Making Face, Making Soul/Hacienda Caras: Creative and Critical Perspectives by Women of Color. San Francisco: Aunt Lute Books.

Grewal, Inderpal and Caren Kaplan, eds. 1994. Scattered Hegemonies: Postmodernity and Transnational Feminist Practices. Minneapolis: University of Minnesota Press.

Gunew, Sneja and Anna Yeatman, eds. 1993. Feminism and the Politics of Difference. Boulder, CO: Westview Press.

Moraga, Cherrie, and Gloria Anzaldua, eds. 1981. This Bridge Called My Back: Writings by Radical Women of Color. Watertown, MA: Persephone Press.

MIDTERM?

Theoretical Challenges: Gender, Poststructuralism, Postmodernism

- *Hekman, Susan. 1987. The Feminization of Epistemology: Gender and the Social Sciences. Women & Politics 7: 65-83.

- Scott, Joan W. 1988. Deconstructing Equality-versus-Difference: Or, the Uses of Poststructuralist Theory for Feminism. Feminist Studies 14, 1: 33-38; 45-51.

Also:

Haraway, Donna. 1985. A Manifesto for Cyborgs: Science, Technology, and Socialist Feminism in the 1980s. Socialist Review 15, 2: 65-108.

Haraway, Donna. 1988. Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14: 575-599.

Harding, Sandra. 1986a. The Instability of the Analytical Categories of Feminist Theory. Signs 11 (Summer): 645-64.

Harding, Sandra. 1986b. The Science Question in Feminism. Ithaca, NY: Cornell University Press.

Harding, Sandra. 1991. Whose Science? Whose Knowledge? Ithaca, NY: Cornell University Press.

Harding, Sandra, ed. 1987. Feminism and Methodology. Bloomington: Indiana University Press.

Hekman, Susan J. 1990. Gender and Knowledge: Elements of a Postmodern Feminism. Cambridge: Polity Press.

Nicholson, Linda. 1990. Feminism/Postmodernism. NY: Routledge.

Gender and Postmodernism

- *Flax, Jane. 1987.

Reviewing Feminist Theories: Postmodern Challenges

- *Whelehan, Ch 9

- *Yeatman, Anna. Pp. vii-xii; 1-10.

Gender/Body/Politics in the Context of Global Dynamnics

- *Peterson, WSIF

- *Grewal, Inderpal and Caren Kaplan. 1994. Introduction: Transnational Feminist Practices and Questions of Postmodernity. In Scattered Hegemonies, ed. Inderpal Grewal and Caren Kaplan. Pp. 1-33.

Also:

Bakker, Isabella, ed. 1994. The Strategic Silence: Gender and Economic Policy. London: Zed Books.

Mohanty, Chandra Talpade, Anne Russo, and Lourdes Torres, eds. 1991. Third World Women and the Politics of Feminism. Bloomington: Indiana University Press.

Pettman, Jan Jindy. 1996. Worlding Women: A Feminist International Politics. Sydney: Allen Unwin.

Smith, Joan. 1993. The Creation of the World We Know: The World Economy and the Re-creation of Gendered Identities. In Identity Politics and Women, ed. Valentine M. Moghadam. Boulder: Westview Press.

Smith, Joan, Immanuel Wallerstein and Hans-Dieter Evers, eds. 1984. Households and the World-Economy. Beverly Hills: Sage.

Smith, Joan, Jane Collins, Terence K. Hopkins, and Akbar Muhammad, eds. 1988. Racism, Sexism, and the World-System. New York: Greenwood Press.

Gender/Body/Politics and State-making

- *Brown, Wendy. man in state

- Afshar, Pp. 1-9.

Also:

Agarwal, Bina, ed. 1988. Structures of Patriarchy: State, Community and Household in Modernising Asia. London: ZED.

Charlton, Sue Ellen, Jane Everett, and Kathleen Staudt, eds. 1989. Women, the State and Development. Albany: State University of New York Press.

Peterson, V. Spike, ed. 1992. Gendered States: (Re)Visions of International RelationsTheory. Boulder, CO: Lynne Rienner Press.

Peterson, V. Spike and Anne Sisson Runyan. 1993. Global Gender Issues. Boulder, CO: Westview Press.

Gender/Body/Politics and State-making

- *Alexander, M. Jacqui

Gender/Body/Politics and State-making

- *Bock,

- *Kandiyoti, Deniz. 1988. Bargaining with Patriarchy. Gender and Society II, 3 (September): 274-290.

Gender/Body/Politics: State-making and Nationalisms

- *Brah, Avtar. 1993. Re-Framing Europe: En-gendered Racisms, Ethnicities and Nationalisms in Contemporary Western Europe. Feminist Review 45 (Autumn): 9-28.

Gender/Body/Politics and State-making: Welfare States

- *Pateman, Ch 8

Gender/Body/Politics and State-making: Citizenship Issues

- *Lister,

- *Dahlerup?

Gender/Body/Politics and Democracy

- *Pateman, Ch 9

- *Peterson, POLIEX

Where Now and Where Next?

- Whelehan, Conclusion

- *Brown, Wendy. 1988. Pp. 189-214.

Coole, Diana. 1994. Whither Feminisms? Political Studies 42, 1 (March): 128-134.

- Caraway, Nancie. 1991. Ch. 6. Segregated Sisterhood: Racism and the Politics of American Feminism. Knoxville: University of Tennessee Press.

- Lorde, Audre. 1981. The Master's Tools Will Never Dismantle the Master's House. In This Bridge Called My Back: Writings by Radical Women of Color. Watertown, MA: Persephone.

- MacKinnon, Catharine A. 1988. Desire and Power. In Marxism and the Interpretation of Culture, ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press.

- Gatens, Moira. 1991. Corporeal Representation In/And the Body Politic. In Cartographies: Poststructuralism and the Mapping of Bodies and Spaces, ed. Rosalyn Diprose and Robyn Ferrell. Sydney: Allen & Unwin.

- Ferguson, Ann. 1991. Ch. 11. Sexual Democracy: Women, Oppression and Revolution. Boulder: Westview Press.

FINAL EXAM and PAPERS DUE: Dec 12, 2-4 PM

http://www.u.arizona.edu/~spikep/433F96.htm

Syllabus for the Course: Global Political Economy

POL 596e - Spring 2005

Global Political Economy

Monday 3:30-5:50 pm; Soc Sci 332

V. Spike Peterson, Professor, Department of Political Science

With courtesy appointments in the Department of Women’s Studies,

International Studies, Center for Latin American Studies, and

Comparative Cultural and Literary Studies

Office: 318B Soc Sci; 621-7600, 8984; spikep@u.arizona.edu

Premise and objectives of the seminar:

In the face of contemporary structural transformations (typically--and problematically--characterized as ‘globalization’), reigning explanatory frameworks are inadequate. Hence, we will review existing characterizations of ‘globalization’ and the activities and developments construed as ‘economic restructuring’ with an eye toward what they tell us and what they obscure or omit. The seminar focuses on readings that are critical of the uneven effects of globalization and the new (neoliberal) global political economy. We will consider a variety of analytical/theoretical frameworks with the intention of developing more adequate approaches to today’s transnational political economies. To orient our efforts, we will explore an integration that I cast as “rewriting global political economy as reproductive, productive, and virtual economies.” That is, we will attempt to specify and integrate our knowledge of three interactive ‘economies’ (in the Foucauldian sense of overlapping systemic sites through and across which power operates): reproductive (this involves identities, ideologies and practices of ‘social reproduction’; informal sector activities), productive (this includes conventional but inadequately theorized activities and developments in the ‘formal’ sphere of markets), and virtual (this refers to technologically enhanced dematerialization, deterritorialization; expanding financial markets; consumerism of signs).

Reading materials:

One book has been ordered as a ‘required text’ and is available at the UA Bookstore.

- Peterson, V. Spike. 2003. A Critical Rewriting of Global Political Economy: Integrating Reproductive, Productive, and Virtual Economies. London and New York: Routledge.

One book has been ordered as ‘recommended’ (for background only; no assignments from this) and is also available at the UA Bookstore;

- Palan, Ronen, ed. 2000. Global Political Economy: Contemporary Theories. London and New York: Routledge.

[I have placed personal copies of these two books on ‘traditional reserves’ at the main library.]

- Additional readings will be from articles and book chapters online via E-Reserves and accessed via the seminar webpage:

https://www.polis.arizona.edu/courseHomesite.do?semester=spring06&course=POL_596e-1

Access is via course password:

Seminar requirements:

1) Informed participation in seminar sessions on the basis of critical readings of all assigned materials; 2) Presentation of assigned readings and leading discussion for one seminar session (details later); 3) Preparation of a succinct, thoughtful and critical ‘response piece’ for each set of assigned readings, to be submitted by email before noon on seminar days (Mondays) (clarification below and at first seminar); 4) Preparation of a short (no more than 750 words) paper evidencing comprehension of the theoretical readings that comprise the first few weeks of the seminar (details later). 5) Final research paper building upon course topics/materials, integrating RE, PE and VE dimensions, and shaped by your individual research interests; outlines and preliminary bibliographies must be submitted for approval by April 10. You will also be asked to grade each others’ work. Seminar grades will be shaped by all of these contributions, including quality of participation.

Seminar Participation:

I expect a group with diverse backgrounds and variations in expertise. I welcome this diversity but I do not wish/intend to spend a great deal of seminar time on reviewing ‘introductory’ materials (this has been an issue in the past...). As one strategy to avoid this, I have emailed all of you a pre-seminar ‘assignment’ - to be familiar with some overview of ‘globalization’ and recommending the Scholte book. More generally, it is essential that everyone is prepared for class. (If you find yourself lacking adequate ‘background,’ contact me for additional readings to bring you up to speed; I have included some suggestions on the syllabus below.) I have very carefully identified the assignments; all of them are important and warrant (require?!) a close read. My hope is that we seriously engage the readings and are thus able to not just ‘share info about’ but really ‘get into’ the seminar topics.

I include the following as basic suggestions; most of this you already know, but I find it is helpful to remind ourselves of how best to create productive seminar experiences - and these guidelines are ones I try to follow. Seminars are more productive for each participant and most beneficial for all if we:

- prepare well for a discussion of the readings; aim to integrate the course materials: make a conscious effort to relate readings and discussions to previous readings and sessions and events/issues outside of the seminar

- have engaged the assigned readings and prior discussions and have prepared so that we are aware of what we do and don’t know and raise appropriate questions, especially regarding terminology/definitions. This is especially pertinent when covering unfamiliar theoretical terrain!

- we listen well and respect our differences

- concentrate on sharing and teaching when we know something well; help to move the discussion along (it is fun but not the most productive use of our time to dwell on material we already know or all agree upon); sense where there is confusion and make it explicit.

Note: we are all here to learn; this assumes that none of us already ‘knows it all,’ that acknowledging our ignorance is a valuable group contribution (reassuring the rest of us that we can acknowledge how much we do not know), and that we advance most effectively by sharing productively with each other... A final note: I feel strongly that engaged, informed and respectful criticism (in regard to assignments and speakers) is valuable and often indispensable, but this is *not* most productive when exhibited as a blanket ‘attack mode.’ Criticism is most productive when focused on what authors claim to be doing (hence, whether they do it well etc). What else they ‘should’ have done is often of interest, but involves different criteria of evaluation. In other words, the point of criticism is to learn from, build upon and move beyond particular texts, not simply to tear down what others do! The latter is too easy (though sometimes seductive and ego-gratifying); the former is what the hard work of learning–and advancing collective scholarship--involves.

Presentations:

Each participant will be responsible for leading the discussion of one seminar session. You will be expected to be especially familiar with the readings and to offer some contextualization of them (regarding how the authors, debates, and articles are situated in the larger picture of knowledge production etc.). You may begin–briefly–with the key points of the readings to start us off but the objective is not to summarize the material, which everyone will have read already. Rather, the objective is to stimulate discussion and, if necessary, keep us on some coherent track (!?). Several approaches are possible: you could select themes/issues from the readings for group discussion, emphasizing themes that thread through the course, linking the material to other readings, asking integrative questions. You could pull some quotations from the readings and ask students to identify their source and significance. You could comment on what you found most/least interesting or irritating, or offer critique for others to complicate or contest. Your presentation should not take more than 15 minutes (you should practice timing your presentation; we rarely anticipate how quickly time flies when we are the speaker!). Most important is keeping the discussion going!

You will be expected to grade your own presentation, and all seminar participants are required to grade each presentation, by e-mailing me evaluations (assessing preparation, delivery of remarks, handling the discussion; identifying a letter grade) within 48 hours of the presentation.

Response Pieces:

These must not exceed 300 words, as a key aspect of the assignment is to generate the most succinct yet substantive and critical notes on the readings. (Honing your thoughts and notes down to a tight, concise ‘core’ is very effective in facilitating both comprehension and long-term retention.) In general, you are expected to evidence thoughtful comprehension of and engagement with the readings by identifying key points/arguments and their implications, linking the readings/issues/discussions, reflecting critically on the material and its political implications. The objective here is to critically assess (not just trash) what you ‘got’ from the readings. To do this well and productively is very hard work! I have prepared a separate memo (available on POLIS coursepage) to clarify guidelines, expectations, and offer examples. In brief here: success requires first of all (before the writing that constitutes the RPs sought here) that you comprehend the material well enough to 1) locate the piece in terms of related literature and debates, 2) articulate the key points/arguments succinctly and in your own words, and 3) identify the conceptual frameworks and substantive material that support the argument. The more effectively you achieve this comprehension, the more readily can you generate the critical assessment and discussion called for in the RPs. You will be expected to draw on these during seminar discussions. I consider these a crucial indicator of how seriously you are engaging with the materials and making sense of them; they count significantly toward your seminar grade.

Topics/Reading Assignments (items within brackets are recommended–especially if the topics are unfamiliar–but not required and need not be addressed in writing RPs)

Pre-seminar prerequisite/assignment:

The basic and non-negotiable prerequisite for participating in the seminar is a broad (not disciplinary-bound!) grasp of ‘globalization.’ To promote this and ensure some level of shared background and understanding, I have suggested Scholte’s Globalization, which provides an extremely accessible overview of major themes and developments.

Jan 16: Martin Luther King Holiday. No class meeting but the following assignment has been emailed to you; please read and write response pieces (for these readings I have provided questions to respond to in my email instructions) for our first meeting on Jan 23. I will expect hard copies under my door or in my dept mailbox, or emailed to me by noon, Jan 23.

Jan 23: Theories of IPE and IR

Crane, George T. and Abla Amawi. 1997. Introduction. In The Theoretical Evolution of International Political Economy: A Reader, ed. George T. Crane and Abla Amawi. 2^nd Ed. Oxford: Oxford University Press. Pp. 3-34.

Rupert, Mark and M. Scott Solomon. 2006. Globalization and International Political Economy: The Politics of Alternative Futures. Lanham: Rowman & Littlefield. Pp. 5-23.

[Hobden, Stephen and Richard Wyn Jones. 2005. Marxist theories of international relations. In The Globalization of World Politics: An Introduction to International Relations, ed. John Baylis and Steve Smith. 3^rd Ed. Oxford: Oxford University Press. Pp. 225-249.]

Smith, Steve and Patricia Owens. 2005. Alternative Approaches to International Theory. In The Globalization of World Politics: An Introduction to International Relations, ed. John Baylis and Steve Smith. 3^rd Ed. Oxford: Oxford University Press. Pp. 271-293.

Peterson, V. Spike. 1992. Transgressing Boundaries: Theories of Knowledge, Gender, and International Relations. Millennium 21, 2 (Summer): 183-206.

Gills, Barry K. 2001. Forum: Perspectives on New Political Economy: Re-orienting the New (International) Political Economy. New Political Economy 6, 2: 233-245.

Dickinson, Torry D. And Robert K. Schaeffer. 2001. Fast Forward: Work, Gender, and Protest in a Changing World. Lanham: Rowman and Littlefield. Pp. 3-20.

[Additional IR theory chapters in The Globalization of World Politics: An Introduction to International Relations, ed. John Baylis and Steve Smith. 3^rd Ed. Oxford: Oxford University Press.]

[Additional PE/IPE/GPE theory articles in various journals, e.g., New Political Economy; Review of International Political Economy; Globalizations; Review of Radical Political Economics.]

[Palan, Ronen, ed. 2000. Global Political Economy: Contemporary Theories. London and New York: Routledge.]

Jan 30: Globalization: history and marxian interpretations

Rupert, Mark and M. Scott Solomon. 2006. Globalization and International Political Economy: The Politics of Alternative Futures. Lanham: Rowman & Littlefield. Pp. 25-53.

[Gills, Barry K. 2003. Globalization as global history: introducing a dialectical analysis. In Rethinking Global Political Economy: Emerging Issues, Unfolding Odysseys, ed. Mary Ann Tetreault, Robert A. Denemark, Kenneth P. Thomas, and Kurt Burch. London and New York: Routledge. Pp. 89-108.]

[Woods, Ngaire. 2005. International Political Economy in an Age of Globalization. In The Globalization of World Politics: An Introduction to International Relations, ed. John Baylis and Steve Smith. 3^rd Ed. Oxford: Oxford University Press. Pp. 325-347. ]

Dowd, Doug. 2002. Depths below depths: the intensification, multiplication, and spread of capitalism’s destructive force from Marx’s time to ours. Review of Radical Political Economics 34: 247-266.

Arrighi, Giovanni. 2005. Globalization in World-Systems Perspective. In Critical Globalization Studies, ed. Richard P. Appelbaum and William I. Robinson. New York: Routledge. Pp. 33-44.

Lacher, Hannes. 1999. The politics of the market: Re-reading Karl Polanyi. Global Society 13, 3: 313-326.

Feb 6: Theorizing globalization and IPE/GPE

Peterson, V. Spike. 2003. A Critical Rewriting of Global Political Economy. Chaps 1, 2 (pp. 1-43).

Jessop, Bob and Ngai-Ling Sum. 2001. Pre-disciplinary and post-disciplinary perspectives. New Political Economy 6, 1: 89-101.

Amin, Ash and Ronen Palan. 2001. Towards a non-rationalist international political economy. Review of International Political Economy 8, 4 (Winter): 559-577.

[Nagar, Richa, Victoria Lawson, Linda McDowell and Susan Hanson. 2002. Locating Globalization: Feminist (Re)readings of the Subjects and Spaces of Globalization. Economic Geography 78, 3 (July): 257-284.]

Feb 13: Postmodernism and economics. poststructuralism and IR

Cullenberg, Stephen, Jack Amariglio and David F. Ruccio. 2001. Introduction. In Postmodernism, Economics and Knowledge, ed. Stephen Cullenberg, Jack Amariglio and David F. Ruccio. London and New York: Routledge. Pp. 3-57.

Gabardi, Wayne. 2001. Negotiating Postmodernism. Minneapolis: University of Minnesota Press. Introduction and Chapter 1.

Edkins, Jenny. 1999. Poststructuralism & International Relations: Bringing the Political Back In. Boulder: Lynne Rienner. Preface and Chapter 1

Feb 20: Poststructuralism/postmodernism, liberalism and neo-liberalism

Andrews, Barry, Thomas Osborne and Nikolas Rose. 1996. Introduction. In Foucault and Political Reason: Liberalism, Neo-liberalism and Rationalities of Government, ed. B. Andrews, T. Osborne and N. Rose. London: University College London Press. Pp. 1-18.

Burchell, Graham. 1996. Liberal government and techniques of the self. In Foucault and Political Reason: Liberalism, Neo-liberalism and Rationalities of Government, ed. B. Andrews, T. Osborne and N. Rose. London: University College London Press. Pp. 19-36.

Rose, Nikolas. 1996. Governing ‘advanced’ liberal democracies. In Foucault and Political Reason: Liberalism, Neo-liberalism and Rationalities of Government, ed. B. Andrews, T. Osborne and N. Rose. London: University College London Press. Pp. 37-64.

Lemke, Thomas. 2001. ‘The birth of bio-politics’: Michel Foucault’s lecture at the College de France on neo-liberal governmentality.’ Economy and Society 30, 2 (May): 190-207.

Feb 27: Feminist economics and postcolonial theory

Hewitson, Gillian J. 1999. Feminist Economics: Interrogating the Masculinity of Rational Economic Man. Cheltenham: Edward Elgar. Chap 1 (pp. 3-36).

[Kaul, Nitasha. 2003. The anxious identities we inhabit. In Toward a Feminist Philosophy of Economics, ed. D. Barker and E. Kuiper. London and New York: Routledge. Pp. 194-210.]

Chowdhry, Geeta and Sheila Nair. 2002. Introduction. In Power, Postcolonialism and International Relations: Reading Race, Gender and Class, ed. Geeta Chowdhry and Sheila Nair. New York: Routledge. Pp. 1-32.

Slater, David. 1998. Post-colonial questions for global times. Review of International Political Economy 5, 4 (Winter): 647-678.

[Ferber, Marianne A. and Julie A. Nelson, eds. 2003. Feminist Economics Today: Beyond Economic Man. Chicago: University of Chicago Press.]

[Barker, Drucilla K. and Edith Kuiper, eds. 2003. Toward a Feminist Philosophy of Economics. London and New York: Routledge.]

[Barker, Drucilla K. and Susan F. Feiner. 2004. Liberating Economics: Feminist Perspectives on Families, Work, and Globalization. Ann Arbor: University of Michigan Press.]

[Waylen, Georgina. Forthcoming. You still don’t understand: Why troubled engagements continue between feminists and (critical) IPE. Review of International Studies.]

[Rattansi, Ali. 1994. ‘Western’ racisims, ethnicities and identities in a ‘postmodern’ frame. In Racism, Modernity and Identity: On the Western Front, ed. Ali Rattansi and Sallie Westwood. Cambridge: Polity Press. Pp. 15-86.]

[Zein-Elabdin, Eiman O. and S. Charusheela, S., eds. 2004. Postcolonialism Meets Economics. London and New York: Routledge.]

Mar 6: Papers Due in my department mailbox or under my office door by 3:30 pm (instructions provided in class).

Mar 13-17: Spring Break. No class meeting. Read ahead to become familiar with the RPV framing, and with that in mind, begin to prepare abstracts and anticipated bibliographic sources for your final research paper. You must clear your topic with me by April 10, which means beginning to identify a topic and seeking references well before that.

Mar 20: Productive Economy. Politics of trade and SAPs

Dickinson, Torry D. And Robert K. Schaeffer. 2001. Fast Forward: Work, Gender, and Protest in a Changing World. Lanham: Rowman and Littlefield. Pp. 23-48.

Peterson 2003. Chap 3 (pp. 44-77).

Runyan, Anne Sisson. 2003. The places of women in trading places revisited: gendered global/regional regimes and inter-nationalized feminist resistance. In Globalization: Theory and Practice, 2nd Edition, ed. Eleonore Kofman and Gillian Youngs. London: Continuum. Pp. 139-156.

[Rai, Shirin M. 2002. Gender and the Political Economy of Development. Cambridge: Polity.]

[Cleaver, Frances, ed. 2002. Masculinities Matter! Men, Gender and Development. London: Zed Books.]

Mar 27: Reproductive Economy

Peterson. 2003. Chap 4 (pp. 78-112).

Bakker, Isabella and Stephen Gill. 2003. Global Political Economy and Social Reproduction, In Power, Production and Social Reproduction: Human In/security in the Global Political Economy, ed. Isabella Bakker and Stephen Gill. Houndsmill, Hampshire: Palgrave Macmillan. Pp. 3-15.

Apr 3: Reproductive economy, linking ‘levels,’ informalization, trafficking in women.

Elson, Diane. 1998. The Economic, the Political and the Domestic: Businesses, States and Households in the Organization of Production. New Political Economy 3, 2: 189-208.

Beneria, Lourdes. 2003. Gender, Development and Globalization: Economics as if People Mattered. New York: Routledge. Chap 4 (pp. 91- 130).

Hughes, Donna M. 2000. The ‘Natasha’ Trade: The Transnational Shadow Market of Trafficking in Women. Journal of International Affairs 53, 2: 625-652.

Apr 10: Virtual Economy. Global finance, crises, and gender.

Peterson. 2003. Chap 5 (pp. 113-146).

Van Staveren, Irene. 2002. Global Finance and Gender. In Civil Society and Global Finance, ed. Jan Aart Scholte and Albrecht Schnabel. London: Routledge. Pp. 228-246.

Truong, Thanh-Dam. 2000. A feminist perspective on the Asia miracle and crisis. Journal of Human Development 1, 1: 159-164.

All final research papers should be approved by now.

Apr 17: Virtual economy. Politics of networks. Technology, marketing, consumption.

Deibert, Ronald J. 2000. Network Power. In Political Economy and the Changing Global Order, ed. Richard Stubbs and Geoffrey R. D. Underhill. 2nd Edition. Oxford: Oxford University Press. Pp. 198-207.

Youngs, Gillian. 2000. Globalization, Technology and Consumption. In Political Economy, Power and the Body: Global Perspectives, ed. Gillian Youngs. London: Macmillan. Pp. 75-93.

Jenkins, Barbara. 2003. Creating global hegemony: culture and the market. In Rethinking Global Political Economy: Emerging Issues, Unfolding Odysseys, ed. Mary Ann Tetreault, Robert A. Denemark, Kenneth P. Thomas, and Kurt Burch. London and New York: Routledge. Pp. 65-85.

Bauman, Zygmunt. 1998. Globalization: The Human Consequences. New York: Columbia University Press. Chapter 4.

Apr 24: Power of value; contemporary politics of risk

Peterson. 2003. Chap 6 (pp. 147-173).

Deuchars, Robert. 2004. The International Political Economy of Risk: Rationalism, Calculation and Power. Hampshire: Ashgate. Preface and Chapter 3.

May 1: Reviewing and concluding

Beneria, Lourdes. 2003. Gender, Development and Globalization: Economics as if People Mattered. New York: Routledge. Chap 6 (pp.161-169).

Cammack, Paul. 2002. The mother of all governments: the World Bank’s matrix for global governance. In Global Governance: Critical Perspectives, ed. Rorden Wilkinson and Steve Hughes. London and New York: Routledge. Pp. 36-53.

Rupert, Mark and M. Scott Solomon. 2006. Globalization and International Political Economy: The Politics of Alternative Futures. Lanham: Rowman & Littlefield. Pp. 133-137.

For additional reading on ‘what is to be done’:

[Hahnel, Robin. 2005. Economic Justice and Democracy: From Competition to Cooperation. New York and London: Routledge.]

[Dickinson, Torry D. And Robert K. Schaeffer. 2001. Fast Forward: Work, Gender, and Protest in a Changing World. Lanham: Rowman and Littlefield. Pp. 275-289.]

[Scholte, Jan Aart. 2005. Globalization: A Critical Introduction. 2nd Ed. Hampshire: Palgrave Macmillan.]

[Bennholdt-Thomsen, Veronika, Nicholas G. Faraclas and Claudia von Werlholf, eds. 2001. There is an Alternative: Subsistence and Worldwide Resistance to Corporate Globalization. London: Zed Books.]

May 10: Final research papers (hard copy please!) due under my office door by 3:30 pm

http://www.u.arizona.edu/~spikep/596s06SYL.rtf

Syllabus for the Course: Gender and Politics

GENDER AND POLITICS

POL 335H and WS 335H

Spring 2003

Professor V. Spike Peterson

Time: Mondays 3:30-5:50 pm

Phone: 621-7600; 8984

Office: 318B Social Sciences

Email: spikep@U.Arizona.Edu

Gender systems--regardless of historical time period--are binary systems that oppose male to female, masculine to feminine...in hierarchical order. While symbolic associations with each gender have varied enormously, they have included individualism versus nurturance, the instrumental or engineered versus the naturally procreative, reason versus intuition, science versus nature, the creation of new goods versus service, exploitation versus conservation, classical versus romantic, universal human characteristics versus biological specificity, political versus domestic, and public versus private. The interesting thing about these binary oppositions is that they obscure much more complex social and cultural processes in which differences between women and men are neither apparent nor clear-cut. Therein, of course, lie their power and significance. - Conway, Bourque, and Scott

Course Description:

(U of A catalog) Gender and Politics: Examination of politics through the lens of gender hierarchy. Emphasis on how constructions of masculinity and femininity shape and are shaped by interacting economic, political, and ideological practices. Prerequisite: WS 100.

This course is designed to examine gender, understood as a hierarchical, binary opposition of masculinity and femininity, and its intersection with power relations, understood as an expression of politics. We will examine how gender categories are constructed and how they shape our identities, our ways of thinking (concepts, worldviews), and our ways of acting (divisions of labor, institutions). We will examine how gender hierarchy is a system of differential power that intersects especially with ethnicity/race, class, and sexual orientation.

We will examine gender in the politics of personal identities, everyday activities, political participation, and social structures (language, media, education, religion, violence). Throughout the course, we will focus on exposing and moving beyond the "dictatorship of dichotomies" -- the mental habit and social practice of taking binary oppositions for granted.

Course Objectives:

The objective of this course is to sensitize students to social constructions of gender and their political implications; in other words, to explore the implications of "taking gender seriously" in our examination of "politics." The course encourages a reconceptualization of the nature of "politics" and our understanding of what constitutes political activity: a broadening of what we deem "political"--i.e., a matter of power relations--once we take seriously how gender shapes who we are, how we think and act, and what "realities" we create.

By examining power relations--politics--as gendered, the course illuminates 1) how the personal is political; 2) how we participate individually and collectively in the production, reproduction, and legitimation of power relations (social hierarchies); 3) how social hierarchies (of race, gender, class, ethnicity, sexual orientation, etc.) are interrelated; 4) how reflective, critical analyses are essential for achieving nonhierarchical social relations; 5) and how social transformation occurs, is impeded, and promoted. Because gender identities are so fundamental, course topics have particular relevance and implications for our everyday lives.

Course Requirements/Evaluation:

This is an upper-division course and presumes prior knowledge/coursework regarding gender (see prerequisite of WS 100). Students are expected to attend all class sessions, to participate actively, to complete reading assignments prior to class, and to bring to the class points or questions related to the readings and scheduled course topics. In addition, all writing assignments must evidence attention to spelling, grammar, and composition; essays must be thoughtfully organized and well-argued.

This course is a joint responsibility. I have taken a great deal of time with selecting materials and assignments, and preparing my own notes. I am committed to making this a thought-provoking, stimulating and enjoyable course. The success of the course also depends on each of you as individuals, and all of us as a community. Your participation is crucial! Come to class prepared to engage in discussion and critical thinking.

If you have any questions, concerns, suggestions, or compliments, please share them sooner rather than later! If you are having any difficulty with the course make sure that you come and talk as soon as possible in the semester.

"Response Pieces"

Because class discussion is crucial and requires thoughtful reading, for every class session you are expected to read all assignments thoughtfully-skimming will not be sufficient for this course. To ensure that everyone has read the material and that we have active discussion, you are expected to bring to class (on a single piece of 8x11" paper) your questions/comments from the readings.

Put your name and date of the class session at the top and in 3-5 sentences (not exceeding a total of 50 words!) indicate questions that the readings raised, comments about the readings, and/or points you want to raise in class. I will do some lecturing but prefer that we engage in discussion about the materials, and these response pieces will form the basis for discussion. Do not exceed the word limit posted for these assignments, or you will receive no credit. I will collect these papers at the beginning of class, so remember what you wrote on them for our discussion. I will not grade the closely, but will assign a -OK, OK, or OK+ to them and they will count toward your participation grade. In grading them, I will be seeking evidence that you read the assignment closely, so think about that when you write them up!

Quizzes

I hope to avoid the pain of quizzes. But if students do not appear to be keeping up with the readings and participating in class, I may resort to unannounced objective (multiple choice; true-false) quizzes.

Papers/Exams

There will be a short paper and two major exams/papers, including the final. More specific instructions will be provided in class after we have discussed the assignments together.

Classroom Policies

Students are expected to arrive for class *on time* and not to exit before class is concluded. Turn off all cell phones and other noise-making devices during class.

An attendance sheet will be circulated during each class for you to initial. Excused absences (illness with a doctor's note, documented family emergency, religious observance) will not be counted against you. Unexcused absences will have a negative effect on your course grade. If you are not in class, for whatever reason, it is *your* responsibility to find out what you missed, including any new assignments.

Some of the issues addressed in class will be controversial, which raises two points. First, it is important to sustain an atmosphere of shared respect for the experience and contributions of all participants. No 'personal attacks' will be permitted. Second, sharing personal experiences and feelings is relevant and welcome in classroom discussions. However, personal opinions cannot substitute for thoughtful contributions and evidence of your understanding of the ideas and arguments presented in the course materials (lectures, reading assignments, films). Understanding the material does not mean you have to agree with it but does mean that you read the material attentively, be aware of its points and argumentation, and be able to discuss it knowledgeably. Once you have read the syllabus and chosen to remain enrolled in this class, I will assume that you are aware of and have accepted these 'ground rules' for the course.

Students with disabilities who require reasonable accommodations to fully participate in course activities or meet course requirements must register with the Disability Resource Center. If you qualify for services through DRC, bring your letter of accommodations to me as soon as possible.

Reading Assignments

Two books are required and are available at the ASUA bookstore.

Johnson, Allan G. 1997. The Gender Knot: Unraveling Our Patriarchal Legacy. Philadelphia: Temple University Press. [Identified as AJ in the schedule]

Kimmel, Michael. 2000. The Gendered Society. New York: Oxford University Press. [Identified as MK in the schedule]

A number of readings will be posted on POLIS and available online through password access.

Course Outline and Schedule of Topics/Assignments

No class Jan 20: celebrate Martin Luther King Day.

Jan 27: Introduction to course and each other. Paperwork. Introduction to gender as a structural hierarchy; explanations of gender inequalities: biology? cross-cultural constructions? psychological differences?

- MK, Preface and Chapters 1-4

(This assignment was e-mailed to students and posted on POLIS prior to the first class session.)

Feb 3: Explanations of gender inequalities: social construction? Introduction to feminist theory and the politics of beauty.

- MK Ch 5

- Ruth, Sheila. 2001. Issues in Feminism. 5^th Edition. London: Mayfield. Pp. 209-218.

- Ring, Jennifer. "Feminist Theory as Seeing." In Lois Duke Whitaker, ed. 1999. Women in Politics: Outsiders or Insiders? 3rd Ed. Prentice Hall. Pp. 4-16.

- Sapiro, Virginia. 1999. Women in American Society. 4^th Edition. London: Mayfield. Pp. 194-202.

- Chernik, Abra Fortune. In Ruth (2001). Pp. 289-293.

Feb 10: Continued introduction to gender issues; more on the power of gender to shape our lives.

- Ruth, Sheila. 2001. Issues in Feminism. 5^th Edition. London: Mayfield. Pp. 61-74; 124-137; 249-280; 445-458.

Feb 17: Gendered identities and institutions: family, marriage, learning gender.

- MK Ch 6 and 7

Feb 24: Paper/Exam on all materials up to and including Feb 17. Class will not meet. Turn in your papers/exams anytime before but not later than 3:30 pm, either under my office door or in my department mailbox in Soc Sci 315.

Mar 3: Gendered identities and institutions: media, communications, religion.

- Sapiro, Virginia. 2003. Women in American Society. 5^th Edition. London: Mayfield. (media and communications). Pp. 244-268; 324-336.

- Ruth, Sheila. 2001. Issues in Feminism. 5^th Edition. London: Mayfield. Pp. 488-496.

- Daly, Mary. The Church and the Second Sex. In Ruth (2001). Pp. 150-155.

Mar 10: Gendered identities and institutions: work and economics

- MK Ch 8

- Sapiro, Virginia. 2003. Pp. 477-485.

- Girion, Lisa. 2001. Wage Gap Continues to Vex Women. Los Angeles Times 11 February.

- Rubin, Lillian. Families on the fault line. In Ore reader (2002). Pp. 233-242.

- National Council for Research on Women. Affirmative Action. In Ruth (2001). Pp. 398-404.

Mar 17: Spring Break - no assignment

Mar 24: Gendered interactions: intimacy, sexualities, social control.

- Heterosexual Questionnaire (source unknown)

- MK Ch 9, 10

- Pharr, Suzanne. Homophobia as a Weapon of Sexism. In Ore (2000). Pp. 462-471.

Mar 31: AJ Chapters 1-5

Apr 7: AJ Chapters 6-10

Apr 14: Exam/Paper due.

Apr 21: Gendered power: government, electoral politics

- McGlen, Nancy and Karen O'Connor. Women, Politics, and American Society. Prentice-Hall. 1998. Pp. 60-104.

- Wollstonecraft, Mary. A Vindication of the Rights of Women. In Sheila Ruth, ed. Issues in Feminism. 5^th Edition. London: Mayfield. Pp. 534-538.

- Whicker, Marcia Lynn and Lois Duke Whitaker. "Women in Congress." In Whitaker (1999). Pp. 171-176.

Apr 28: Gendered power: bodies and reproductive power

- McGlen, Nancy and Karen O'Connor. "Familial and Reproductive Rights and Realities." Women, Politics, and American Society. Prentice-Hall. 1998. Pp. 203-238.

- Chesler, Phyllis. Letters to a Young Feminist... In Ruth (2001). Pp. 320-324.

- Hoffman, Merle. Twenty-seven Years, But Who's Counting. In Ruth (2001). Pp. 325-328.

May 5: Gendered power: social control, violence.

- MK, Ch 11 and Epilogue

- Cleage, Pearl. 1993. When the music doesn't play (3 pp.).

- McGlen, Nancy and Karen O'Connor. 1998. The Future of the movement. Pp. 283-293.

- hooks, bell. Teaching resistance. In Ruth (2001). Pp. 483-487.

May 14, Wednesday: Final paper due at 3 pm

http://www.u.arizona.edu/~spikep/335s03syl.htm

Syllabus for the Course: Feminist and International Relations Theory

FEMINIST AND INTERNATIONAL RELATIONS THEORY

PS 461/561/WS 461/561

Fall 1998

Professor V. Spike Peterson

Phone 621-7600, 8984

spikep@u.arizona.edu

http://u.arizona.edu/~spikep/

Course Description:

(From the U of A catalog) Feminist and IR Theories: Issues in epistemology; survey and integration of feminist and IR theories; application of feminist theories to IR. Prerequisites: WS 100 and POL 120 or 250.

Course Objective:

To explore the implications for international relations theory of "taking gender seriously." Contemporary philosophy of science understands knowledge as socially constructed, with knowledge claims inescapably based upon experience and perspective. Historically, that experience has been primarily that of men (especially elite, white, Western men in regard to IR theory). There is now an extensive body of feminist literature documenting the "neglect" of gender (i.e., denying the significance of the sex/gender system in constituting social reality), the costs of that "neglect" for accurate understanding in the social sciences, and the need for re-constructing the very foundations of socio-political theory. Drawing upon that literature, we will take a "gendered" look at social theory and theorizing in IR.

The course will be conducted as a (large!) seminar, with the expectation of active participationby all members. There are many complex issues to be acknowledged and as much as possible addressed. This is an upper division undergraduate/graduate course and will be taught with those levels of competence in mind. Reading assignments do not exceed 100 pages weekly but most students find the materials very demanding. Background in feminist orientations and conventional IR is assumed (the course has two listed prerequisites); familiarity with philosophy of science, epistemology and feminist theories is highly desirable.

Course Requirements/Evaluation:

Class Participation: Students are expected to attend all class sessions and to participate in class discussions on the basis of a critical reading of each session's assignments prior to class. Lectures will expand on background and context, providing a framework for understanding and locating the particular readings. Lectures will emphasize the development of ideas and debates, suggesting where/how the readings are located in regard to theoretical developments and their implications. Because these materials are quite challenging, attendance and participation is imperative to avoid 'getting lost' or confused and to enable a collective learning process.

Consider the following when reading: What is the major point of the article? What are the author's principal propositions? What assumptions are being made that are not explicit but significant to the argument? What are the normative and political implications of the argument and its assumptions? What are the implications for theorizing? How or what do you view differently as a consequence of reading the assignment? How does the assignment relate to course objectives/topics?

Having completed the reading assignments, it will be easier to participate in class if you bring your notes and are prepared to raise points or questions related to the readings, scheduled course topics, and/or previous class discussions. At this point I anticipate the following as dimensions of course evaluations:

Undergraduates: 1) Two in-class essay exams during the semester, and a final essay exam (perhaps a take-home final); each worth 30% of your course grade. Study questions will be distributed during the sessions prior to the exam dates. Extra credit may be earned for submitting suggestions for exam questions. 2) "Response pieces": I will frequently ask you to respond in writing, briefly but thoughtfully (in fewer than 150 words) to questions I specify in the prior class period. You will be asked to draw upon reading assignments and your integration of classroom and non-classroom experience. No late response pieces will be accepted. To ensure being informed of all assignments, if you miss a class it is your responsibility to contact another student to find out if you also missed an assigned response piece announced during that session. Evaluation of response pieces, classroom participation and attendance will constitute a significant (10%) of your course grade. If you have questions or concerns, see me sooner rather than later!

Graduate students (I will seek your inputs regarding actual assignments): 1) For every reading, prepare a 5x8" note card (one card per reading; on top of card include your name and indicate author and abbreviated title of reading assignment), with the following: in fewer than 150 words, what is the major argument of the piece? Include your critical assessment (50 -75 words) of what question(s) the reading answers and/or raises in regard to the course. Cards are due in my office by noon prior to the class session. They will be graded on the basis of a) evidence of substantive comprehension (how closely you read and thought about the piece), and b) critical and creative reflection. 2) (Tentative:) Classroom presentation of one of the readings. 3) Two short (5-7 pp.) papers due Sep 29 and Nov 10. Final paper (12-15 pp.) due Dec 15. One page abstracts/outlines and tentative bibliographies for research papers must be submitted by Dec 1.

This course is a joint responsibility. I have taken a great deal of time with selecting materials and preparing lectures, and I look forward to working with you throughout the semester. I am committed to making this a thought-provoking, stimulating and enjoyable course. The success of the course also depends on you fulfilling your own responsibility to take the course seriously. Otherwise you will have failed to take advantage of an opportunity to learn a great deal about some of the most current issues in theories/theorizing and the politics of knowledge, gender and international relations.

Required Reading Materials:

One book is required; available at the campus bookstore.

- Steans, Jill. 1998. Gender and International Relations. New Brunswick, NJ: Rutgers University Press.

- One course packet is also required. Copies will also be on reserve at the main library.

Course Outline:

[The following represents anticipated scheduling of lectures/readings/assignments; changes may be made to suit the actual composition and competencies of the class. Participants are encouraged to share their ideas and concerns in terms of optimizing the learning experience.]

Aug 25: Introduction to course

No assignment.

Aug 27: Gender, Feminism and IR

- JS Introduction and Ch 1

Sep 1: Gender, Theories and Postmodernity

- Peterson, V. Spike and Anne Sisson Runyan. "Part I" excerpts from forthcoming Global Gender Issues, 2^nd edition. Boulder, CO: Westview Press. Manuscript pages; by permission of authors.

- Grewal, Inderpal and Caren Kaplan. "Introduction." In Scattered Hegemonies, ed. Grewal, Inderpal and Caren Kaplan. Minneapolis: University of Minnesota Press, 1994. Pp. 1-33.

Sep 3: Critiques of IR Orthodoxy: Feminist Standpoint

- JS Ch 2

Sep 8: A Postpositivist (Postmodernist) Feminist Critique

- Peterson, V. Spike. 1992. Transgressing Boundaries: Theories of Knowledge, Gender, and International Relations. Millennium 21, 2: 183-206.

Sep 10: Postmodernism, Feminism, Rationality

- Hekman, Susan. 1990. Excerpts from Gender and Knowledge. Cambridge: Polity Press. Pp. 1-9 and 30-47.

Sep 15: A Constructivist Critique

- Kubalkova, Vendulka, Nicholas Onuf and Paul Kowert. 1998. "Constructing Constructivism." In International Relations in a Constructed World, ed. V. Kubalkova, N. Onuf and P. Kowert. Armonk, NY: M.E. Sharpe. Pp. 3-21.

Sep 17: Dissent and Difference

- George, Jim and David Campbell. 1990. Patterns of Dissent and the Celebration of Difference: Critical Social Theory and International Relations. International Studies Quarterly34, 3 (September): 269-293.

Sep 22: The Politics of States, Identities and Language

- Peterson, V. Spike. 1998. "Rewriting..." Part A of excerpts from unpublished manuscript. Pp. 1-8

Sep 24: The Politics of Semiotics

- Buker, Eloise A. 1996. "Sex, Sign and Symbol: Politics and Feminist Semiotics." Women & Politics 16, 1. Pp. 31-40 only.

Sep 29: Exam/Papers

Oct 1: Gendered States and Identities

- JS Ch 3

Oct 6: Gendered States and Citizenship

- Pettman, Jan Jindy. 1996. Ch 1. Worlding Women. London and New York: Routledge. Pp. 3-24.

Oct 8: States, Bodies and Sexualities

- Alexander, M. Jacqui. 1994. "Not Just (Any) Body Can Be a Citizen." Feminist Review No. 48 (Autumn): 5-23.

Oct 13: The Masculinized State and Militarism

- JS Ch 4

Oct 15: Gendering Defense

- Cohn, Carol. 1987. Sex and Death in the Rational World of Defense Intellectuals. Signs 12 (Summer): 687-718.

Oct 20: New World Order Masculinities

- Niva, Steve. 1998. "Tough and Tender: New World Order Masculinity and the Gulf War." In The "Man" Question in International Relations, ed. Marysia Zalewski and Jane Parpart. Boulder, CO: Westview. Pp. 109-128.

Oct 22: Gendering Security

- JS Ch 5

Oct 27: Gendering Security

- Tickner, J. Ann. 1992. Ch 2. Gender in International Relations. New York: Columbia University Press. Pp. 27-66.

Oct 29: Gendering IPE

- JS Ch 6

Nov 3: Globalization and Identification

- Peterson, V. Spike. "The Politics of Identification in the Context of Globalization." Women's Studies International Forum 19, 1 / 2 (January-April): 5-16.

Nov 5: IPE of Sex

- Pettman, Jan Jindy. 1996. An International Political Economy of Sex. Ch 9. Worlding Women. Sydney: Allen & Unwin. Pp. 185-207.

Nov 10: Exam/Papers

Nov 12: The Gender of Restructuring

- Brodie, Janine. 1994. "Shifting the Boundaries." In The Strategic Silence, ed. Isabella Bakker. London: Zed Books. Pp.46-60.

Nov 17: Political Economy in IR

- Strange, Susan. 1995. "Political Economy and International Relations." In International Relations Theory Today, ed. Ken Booth and Steve Smith. Cambridge: Polity. Pp. 155-174.

Nov 19: Reconstructing IR Theory

- JS Ch 7

Nov 24: Rethinking Capitalism

- Gibson-Graham, J. K. 1996. Ch 1. The End of Capitalism (as we knew it): A Feminist Critique of Political Economy. Cambridge, MA: Blackwell. Pp. 1-23.

Dec 1: Querying Globalization

- Gibson-Graham, J. K. 1996. Ch 6. The End of Capitalism (as we knew it): A Feminist Critique of Political Economy. Cambridge, MA: Blackwell. Pp. 120-148.

Dec 3: Reproductive, Productive and Symbolic Economies

- Peterson, V. Spike. 1998. Part II excerpts from "Rewriting..." Pp. 8-20.

Dec 8: Theory/Politics

- Zalewski, Marysia. 1996. "'All these theories ye the bodies keep piling up': theory, theorists, theorizing." In International Theory: Positivism and Beyond, ed. Steve Smith, Ken Booth and Marysia Zalewski. Cambridge: Cambridge University Press. Pp. 340-353.

Dec 10: Rethink and Review

- hooks, bell. 1989. 'Feminist Theory: A Radical Agenda." Ch 6. Talking Back. Boston: South End Press. Pp. 35-41.

Dec 15: Final Exam/Papers

2-4 pm

Syllabus for the Course: The Politics of Difference: Ethnicity/Race, Class, Gender and Sexualities

Spring 2003

INDV 101: The Politics of Difference

Ethnicity/Race, Class, Gender, and Sexualities

Lectures: Mon and Wed 2:00-2:50 pm in ILC 140

Dr. V. Spike Peterson, Associate Professor

Department of Political Science

With courtesy affiliations in Women's Studies,

Comparative Cultural and Literary Studies, and International Studies

Office: 318B Soc Sciences; 621-7600, 8984; spikep@u.arizona.edu

Course Description

This course will examine the politics (understood broadly as differential access to and control over material and symbolic resources) of difference (understood as institutionalized social hierarchies that oppress individuals). We will focus on four key structures of difference and their interaction: ethnicity/race, class, gender, and sexuality. We will pay particular attention to how gender dynamics shape individual identities, group structures, and the reproduction of multiple social hierarchies of difference.

The politics of additional structures of difference (along the dimensions of religion, physical ability, age, etc.) are understood to interact with our key structures and to constitute significant forms of oppression. These dimensions of differences will be acknowledged and integrated into our discussion whenever possible. Due to time constraints, however, this course focuses on the construction of ethnicity/race, class, gender, and sexuality--and their interaction--as experienced and analyzed in the United States.

Course Objectives

The course has three purposes. The first is informative: students will become familiar with empirical indicators of how individuals' lives are materially and symbolically marked by difference. Empirical evidence substantiates the asymmetrical power, that is, politics, of these markers. Historical-empirical studies help us to understand how the social hierarchies are made in specific contexts, not simply 'found' in nature. The second is analytic: we will study theories that purport to describe and explain how and why these structures of difference are so powerful, how we are taught to think about and respond to 'differences,' and how asymmetries of power are rendered invisible (by being made to appear natural or inevitable). The third is normative: as we study hierarchies of power, we will consider the goals of individuals and societies, asking ourselves 'What kind of individuals and societies do we seek?' and 'How can we move beyond the oppressive dynamics of racism, classism, sexism, and heterosexism (homophobia)?'

In sum, upon completion of the course, it is expected that students will 1) have greater knowledge of systematic empirical differences that constitute oppressive social hierarchies, 2) gain familiarity with a variety of theories that purport to explain systemic oppressions, and 3) become more effective agents of social change insofar as they apply this knowledge in their own lives.

Classroom policies

Some of the issues addressed in class will be controversial, which raises two points. First, it is important to sustain an atmosphere of shared respect for the experience and contributions of all participants. No 'personal attacks' will be permitted. Second, sharing personal experiences and feelings is relevant and welcome in classroom discussions. Personal opinions, however, cannot substitute for thoughtful contributions and evidence of your understanding of the course materials. An important key to lifelong learning and growth is, first, being open to perspectives that may initially seem unusual or uncomfortable; and second, recognizing that growth often requires moving through discomfort to new and deeper understanding. In this course, understanding the material does not mean that you have to agree with it, but it does mean that you must read the materially attentively, be aware of its points and argumentation, and be able to discuss it knowledgeably. Please note: once you have read the syllabus and chosen to remain enrolled in this class, I will assume that you are aware of and have accepted these 'ground rules' for the course.

Course requirements/evaluation

Students are expected to arrive for class *on time* and not to exit before class is concluded. Turn off all cell phones and other noise-making devices during class. Students are expected to attend all lecture and discussion group sessions, to participate actively, to complete reading assignments prior to class, and to bring to class points or questions related to the readings and scheduled course topics. In addition, all writing assignments must evidence attention to spelling, grammar, and composition; essays must be thoughtfully organized and well-argued.

The semester grade will be comprised of the following: 1) short critical 'response piece' essays (RPs) assigned throughout the semester to be turned in to discussion group teachers; 2) attendance and participation, with participation especially important in discussion groups; 3) approximately four-five unannounced 'pop' quizzes primarily covering the reading assignments; 4) one essay paper and three essay exams, including the final. Again: attendance and quality of in-class participation (especially in discussion sections) will be taken into consideration in determining the course grade. Extra credit may be earned for attending events relevant to course themes and preparing a short report (details provided in class and on POLIS site).

Instructions regarding exam/papers

When grading your essay exams/papers, we will look be seeking the following characteristics: the exam/paper is easy and pleasurable to read; it responds to all parts of the question as asked (it fulfills the assignment); the argumentation reflects thoughtful attention to and comprehension of course materials and discussions (it is accurate and clear); the essay is particularly well-organized (doesn't spend time on irrelevant issues or wander) and compelling (doesn't simply list facts and figures but builds a case), with supporting evidence for each generalization; and the criteria for academic writing are met (answers the question; clearly argued and coherently structured; spelling and grammar are correct).

Reading materials

Three books have been ordered as required texts for the course; we will read all of these (omitting a few chapters from the reader), so you are expected to purchase them from the UA Bookstore.

- Ore, Tracey E. 2000. The Social Construction of Difference and Inequality. Mountain View, CA: Mayfield Publishing. [= Ore in schedule of assignments]

- Johnson, Allan G. 2001. Power, Privilege, and Difference. Mountain View, CA: Mayfield Publishing.

- Ehrenreich, Barbara. 2001. Nickel and Dimed: On (Not) Getting By in America. New York: Metropolitan Books.

Note: Additional readings will be posted online at the POLIS site for this course: <http://www.u.arizona.edu/ic/polis/spring03/Course-Homesite.cgi?POL_101-17> This is the POLIS course page for sections 17-22. Assignments posted on POLIS will be covered in quizzes/exams so make sure that you access these additional readings! The password will be announced in class. Make sure you are able to access the POLIS site as it has very important information throughout the semester. If you are having trouble, contact your TA or someone in a computer lab to assist you.

Course Topics/Reading assignments

Reading assignments below are given for each WEEK rather than separated for the Monday and Wednesday lecture class. This is due to the scheduling of some of the discussion groups prior to the Wed lecture and some after the Wed lecture. Given this problematic scheduling, Mondays will usually be devoted to a more formal lecture on all of the week's readings; therefore, you should read all of the assignments before Monday's class and be prepared to raise questions about them in Monday and Wednesday lecture classes and in small groups either on Wed or Fri (depending on when your discussion section meets). Wednesdays will continue lectures and include other activities (guest speakers, videos,e tc.). All students will discuss the readings for the week in their discussion sections meeting either on Wed or Fri of that week; students assigned to Wed small group sections will reflect on in-class discussions/videos/etc from the Wed class one week earlier; students assigned to Fri small group sections will reflect on materials presented two days prior.

Week of Jan 15: Introduction to course; orientation and paperwork.

No reading assignment

Week of Jan 20 and 22: Constructing differences and assuming privilege.

(No class on Jan 22: Celebrate Martin Luther King Day.)

Ore in Ore 1-17; 191-212; and 472-474

McIntosh (white and male privilege) in Ore 475-485

Make sure that you are familiar with these readings - they are fundamental to the rest of the course. And you may be quizzed at any time!

Week of Jan 27 and 29: The power of constructing differences

Omi and Winant (racial formations) in Ore 18-28

Sacks (Jews, white soldiers gain status) in Ore 52-65

Schwarz in (poverty line) Ore 67-70

Rubin (families on the fault line) in Ore 233-242

Hochschild (second shift) in Ore 242-247

Week of Feb 3 and 5: Social institutions: family, education, economy.

Kozol ('savage' educational inequalities) in Ore 253-259

Mantsios (media invisibility of class) in Ore 71-78

Gordon (wage squeeze) in Ore 291-301

Albelda and Tilly (women, poverty, welfare) in Ore 323-328

Week of Feb 10 and 12: Social class and economics.

For Monday read:

Mantsios (class myths and realities) in Ore 512-527

Rotella, Elyce J. 2001. Women and the American Economy. In Sheila Ruth, ed.

Girion, Lisa. 2001. Wage Gap Continues to Vex Women. Los Angeles Times 11 February

NOTE: You must complete the entire Ehrenreich book before the exam on Feb 19!!

For Wednesday:

Ehrenreich book: 1-120

Week of Feb 17 and 19:

Ehrenreich book: 121-221

Feb 19: Exam on all readings and class discussions (lectures, videos, etc.) up to and including Feb 17.

Week of Feb 24 and 26: Sex, gender and sexuality.

Heterosexual Questionnaire (source unknown; locate on POLIS)

Lorber (social construction of gender) in Ore 106-112

Fausto-Sterling (five sexes) in Ore 113-119

Stoltenberg (men have a sex) in Ore 150-159

Bornstein (naming all the parts) in Ore 178-190

Week of Mar 3 and 5: Social control through gender, heterosexuality, and masculinity.

Kimmel, Michael. 2000. Chapter on gendered violence in The Gendered Society. New York: Oxford University Press.

Williams (glass escalator) in Ore 312-322

Week of Mar 10 and 12: Social institutions: violence and social control.

Beck. 2003. "The 'F' Word." In Ore 2^nd edition (not in current book; locate on POLIS site) 412-426

Zia (racism, hate crimes, pornography) in Ore 433-435

Sabo, Dan. 1998. Pigskin, Patriarchy, and Pain. In Paula S. Rothenberg, ed.

Pharr (homophobia) in Ore 462-470

Mohr, Richard D. 1998. Anti-Gay Stereotypes. In Paula S. Rothenberg, ed.

Mar 12: Exam on all readings and class discussions (lectures, videos, etc.) up to and including Mar 10.

Week of Mar 17 and 19: Spring Break (no classes)

Week of Mar 24 and 26: Social hierarchies and privilege.

Johnson book: Introduction and pages 1-72

Week of Mar 31 and Apr 2:Social hierarchies and privilege.

Johnson book: 73-136

Week of Apr 7 and 9: Social hierarchies and privilege.

Johnson book: 137-171.

April 9: Exam on all readings and class discussions (lectures, videos, etc.) from Mar 24 up to and including Apr 7. Bring blue books to class with you.

Week of Apr 14 and 16: Social institutions: media, images, and language.

Reread Ore in Ore 191-212

Nardi (gay/lesbian media images) in Ore 384-395

Moore (black and white language) in Ore 396-406

Zola (language of disability) in Ore 407-418

Churchill (power of naming) in Ore 429-432

Week of Apr 21 and 23: Social hierarchies and social control in everyday life.

Cose (dozen demons) in Ore 486-495

Vásquez (appearances confuse) in Ore 534-541

Ochs (bisexuality, feminism) in Ore 541-545

Miller, Jean Baker. 1998. Domination and Subordination. In Paula S. Rothenberg, ed.

Week of Apr 28 and 30: Seeing and rethinking social hierarchies and social control

Ore in Ore 546-556

Collins (new vision) in Ore 557-571

Sidel, Ruth. 1998. Toward a More Caring Society. In Paula S. Rothenberg, ed.

Week of May 5: Rethinking, resistance and transformation.

Martinez (more than black and white) in Ore 584-591

Lorde (redefining difference) in Ore 604-612

hooks (transformational feminism) in Ore 612-619

Final Exam Friday, May 9, 2-4 pm. Bring large blue books to class.

http://www.u.arizona.edu/%7Espikep/101s03syl.htm

Syllabus for the Political Science Course: Democracy as Anti-Domination

POL 595C: Democracy as Anti-Domination

Spring 2006

Tuesdays, 3:30-5: 50 pm

Social Science 332

Course Description: Recently, Ian Shapiro has proposed an “anti-domination” understanding of democracy. The reason that democratic institutions are superior to non-democratic forms of governing is that they are less likely to oppress their citizens. But is this true? What are the ways that democratic institutions can foster systemic and structural inequalities? In this course, we examine democratic institutions through a normative and theoretical lens. Not only will we examine different ways of understanding power and oppression, but we will also explore several concepts central to democratic theory, e.g. inclusion and representation.

A second theme of this course is the relationship between democratic theory and feminism. In particular, we will consider the question, “whether democratic institutions “empower” women? And if they do, how? Through elected officials, bureaucracies, and/or social movements? By examining the effect of democratic institutions on women, it is possible to discern the ways that democratic institutions can dominate democratic citizens.

There are four different purposes of this course. First, students will be exposed to the major ways of defining democracy. They will be expected to be able to articulate and critically assess the strengths and weaknesses with these various ways of defining democracy. Students should leave this course with a more nuanced and critical understanding of democracy. Second, students will explore the relationship between feminism and democratic theory. In particular, we will examine ways that feminist theory can refine and improve recent theoretical discussions of democracy. To do this, students will explore different ways of studying women in democratic politics. Third, the course will emphasize the skills needed to define theoretical concepts and to articulate and defend the normative implications of those concepts. Fourth, students will be asked to apply this knowledge to a topic of their choice that has been approved by the Professor. In this way, students will be asked to go beyond the readings of the course and articulate their own ideas about a current topic in democratic theory.

This course begins by examining several recent approaches to defining democracy. After exposing the students to these various approaches, we will concentrate on Ian Shapiro’s proposal to understand democratic practices as those that are anti-domination. More specifically, we will examine several ways of understanding power and oppression. Next, we turn to certain core concepts within democratic theory, e.g. representation, inclusion, and accountability. Finally, we will explore various topics in feminist theory that are particularly relevant to contemporary democratic theory.

Instructor: Professor Suzanne Dovi office: 337 Social Sciences

Phone: 621-7094 email: sdovi@u.arizona.edu

Office hours: Thursday 3:15-5 or by appointment

Webpage: https://www.polis.arizona.edu/courseHomesite.do?semester=spring06&course=POL_595c-01

Required Readings:

Hanna Pitkin, The Concept of Representation

Ian Shapiro, The State of Democratic Theory

John Gaventa, Power and Powerlessness

Anne Phillips, Feminism and Political Studies

Lorraine Bayard de Volo, Mothers of Heroes and Martyrs

Readings for Electronic Reserve (ER)

Course Requirements:

READING WORKSHEETS 20% of grade

DISCUSSION LEADER 10% of grade

ROUNDTABLE DISCUSSION 20% of grade

RESEARCH PAPER 50%of grade

1. Class Participation : The participation grade has three components: reading worksheets, discussion leader, and the round-table discussion. Each component is given equal weight.

First, reading worksheet. (20 percent of the grade) Students are required to email their reading worksheet to the professor and the entire class using the listserv on polis by noon on the day of the class. Students who do not email the class before this time will receive no credit for the assignment. However, they are still required to do the assignment and send their reading worksheet to the class as soon as possible. Students should also bring a hard copy of their reading worksheet to class.

The reading worksheet has four parts. First, they must summarize one reading from that week’s assignment. Summaries should not be longer than 3 sentences or 130 words. Second, students must identify a core concept of the reading and define that concept in their own words. Students should not simply quote the author’s definition of the concept. Third, students must assess what is bad or missing on conceptual, empirical or methodological grounds with the reading. Fourth, the student must put down one question directed at that week’s readings. This question should demonstrate your attempts to grapple with the texts and should not be merely descriptive, e.g. how does Dahl define democracy? Your questions should demonstrate to me that you have thought DEEPLY about the readings.

Student must answer all four parts of the reading worksheet for one reading to receive credit for that week’s reading worksheet. Failure to do 3 reading worksheets will result in the student not receiving more than a F for the reading worksheet component of the participation grade.

The Professor reserves the right to specify which reading the students should do. (The readings that students are required to do their reading worksheet on have an asterisk * next to them on the syllabus). If none of the readings have an asterisk, then the students can choose which reading they want to do. Although time-consuming, this assignment is for the students—providing him or her with the opportunity to summarize their understandings of the reading. Such summaries are helpful for taking the final exam, general exams, as well as for future teaching assignments. For this reason, the Professor will not necessarily “grade” the worksheets. However, occasionally, especially if the seminar goes poorly, she will collect the worksheets and the students will receive a grade for their worksheets.

Second, discussion leader. (10 % of grade) Each student will be required to lead the first half of at least one class. More specifically, as the discussion leader, the student will come armed with thoughtful questions and ideas about the week’s readings to generate discussion in the seminar. The student SHOULD NOT merely describe the main arguments of the class readings, but focus on explicating common themes, and identifying the main criticisms of that week’s readings. The point of this assignment is to be INTERESTING AND PROVOCATIVE, to defend the author’s perspectives, and to direct conversations in fruitful ways. Students should not read their presentations. Students are strongly advised to meet with the Professor before his or her presentation.

Third, round-table discussion (20 % of grade) During the second part of the class, there will be a round -table discussion during which EVERYONE is expected to add to the general classroom discussion. Students are expected to participate actively in the discussions. This means that not only should students have read and thought critically about the assigned readings, but they must demonstrate that knowledge in the classroom. Students are also responsible for all announcements made in class. Please note that students should avoid dominating the conversation, cutting off other participants and must conduct themselves in respectful manner to each other and the Professor. Three or more missed classes will result in a failing participation grade. Students are required to attend all classes and to come to class prepared. That said, all holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion.

2. Research Paper(50% of grade): Students are required to do a research paper that further explores a major theme or topic of the course. The focus of your papers can be on a topic in the required reading or from one of the more extensive suggested reading lists. Papers involve two aspects. First, an insightful, cogent, concise critique and analysis of the major work in the area should be represented. This is NOT a summary of the readings, but instead an analysis of them with a view toward what is good, bad, missing on conceptual, empirical or methodological grounds. Second, an original idea or argument of your own about where this area of the literature should go next. In other words, develop a central research question based on your own redirection, extension, new conceptualization, new data, needed in the area. The research proposal (which will not actually be tested) becomes the “point” of the paper. Suggested length: 18-20 pages. The first complete draft of the paper is due . An anonymous classmate reviewer will make extensive comments on this draft, identify problems, and provide suggestions. Final paper is due on April 25.

Course policies:

No incompletes: There will be no incompletes or extensions for this course.

No Plagiarism: Plagiarism is defined as the use of someone’s work without proper quotation or attribution. I will randomly google one or more sentences of your research paper to check for this. If any plagiarism exists, you will fail the course.

Changes in Course

The information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.

Weekly Assignments

January 17 Introduction

Recommended: Beverly Thiele, Vanishing Acts in Social and Political Thought ER

PART 1: Democracy

January 24 Defining Democracy

Joseph Schumpeter, Capitalism, Socialism, and Democracy ER

Robert Dahl, Democracy and Its Critics, pp. 106-131, 163-192, 265-279 ER

David Plotke, “Representation is Democracy”, Constellations Volume 4, Number 1 (April 1997) 19-34 (ER)

William Greider’s Who will Tell the People?, Intro and Chapter 1 ER

Classroom Assignment: How do you define democracy? In addition to the reading worksheet, please bring to class your definition of democracy. (don’t forget to sign up for listserv on the polis webpage.)

Recommended Readings:

James Madison, Federalist #10

Robert Dahl “Can International Organizations be Democratic? A Skeptic's View” ER

Robert Dahl, A Preface to Democratic Theory. Chicago: University of Chicago Press. 1956.

Robert Dahl, “On Removing Certain Impediments to Democracy in the US” in R. Dahl. Democracy, Liberty, and Equality. London: Norwegian University Press, 1986, 127-152.

Alexis de Tocqueville, Democracy in America, 2 vols. New York: Vintage 1945.

David Held, Models of Democracy. Cambridge: Polity Press, 1987.

Gabriel Almond and Sidney Verba, The Civic Culture. 1963. Chapters 1, 15

Robert Putnam, Making Democracy Work. Princeton: Princeton University Press, 1993.

Barry Weingast, “The Political Foundations of Democracy and the Rule of Law,” American Political Science Review 91 (June 1997) 245-263.

Jane Mansbridge, Beyond Adversarial Democracy . Chapters 1-3.

Benjamin Barber, The Conquest of Politics

John Dryzek, Democracy in Capitalist Times

Carol Gould, Rethinking Democracy

CB Macpherson The Life and Times of Liberal Democracy

Chantel Mouffe, Dimensions of Radical Democracy

Carole Pateman, Participation and Democratic Theory

January 31 Deliberative Democracy

Hibbing and Theiss-Morse, Stealth Democracy excerpts ER

Archon Fung, Deepening Democracy ER

John Fearon, Deliberation as Discussion ER

Stephen Macedo, Deliberative Democracy ER

Recommended Readings:

Benjamin Barber Strong Democracy.

John Dryzek. Discursive Democracy.

Carole Pateman, Participation and Democratic Theory.

Amy Gutmann and Dennis Thompson, Why Deliberative Democracy?

Beiner, Ronald, Political Judgment

Bohman, James, Public Deliberation: Pluralism, Complexity and Democracy

Elster, Jon, Deliberative Democracy

Fishkin, James, Deliberative Democracy

Gutmann, Amy and Dennis Thompson, Democracy and Disagreement

February 7 Democracy as Anti-Domination

*Ian Shapiro, The State of Democratic Theory Chapters 1-3, 6

Recommended Reading for Group Politics and its Critics:

David Truman, The Governmental Process New York, Knopft 1963. 14-44

Andrew MacFarland Neopluralism. Lawrence University Press of Kansas, 2004, Chapters 1-4.

Theodore Lowi, The End of Liberalism

Susan Bickford, “Reconfiguring Pluralism: Identity and Institutions in the Inegalitarian Polity” American Journal of Political Science 43, (January 1999) 86-108.

E.E. Schattschneider, The Semi-Sovereign Poeople. Hindsdale, IL Dryden Press, 1960.

Andrew McFarland, “Interests Groups and Theories of Power in America” British Journal of Political Science. 17 (April 1987) 129-147.

Part 2: Power

February 14 Power and Democracy

*John Gaventa, Power and Powerlessness

Recommended Readings:

Peter Bachrach and Morris Baratz, “The Two Faces of Power” American Political Science Review 56 (December 1962) 942-962.

Charles Lindblom, Politics and Markets: The World’s Political Economic Systems New York: Basic Books, 1977.

John Dryzek, Democracy in Capitalist Times

John Forester, Planning in the Face of Power

Chantel Mouffe, Dimensions of Radical Democracy

February 21 Oppression and Domination

Iris Marion Young “Faces of Oppression” ER

Marilyn Frye, Oppression ER

Catharine MacKinnon: Difference and Dominance: On Sex Discrimination in Feminism and Political Studies

Kimberle Crenshaw: Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics in Feminism and Political Studies

Recommended Readings::

Young, Iris Marion, Justice and the Politics of Difference

Martha Minow, Making all the Difference

A G. Johnson, The Gender Knot

February 28 Defacing Power

*Clarissa Hayward, Defacing Power

Recommended Readings for Democracy and Education:

Amy Gutmann, Democratic Education

Rob Reich, Bridging Liberalism and Multiculturalism in American Education

Eamon Callan, Creating Citizens: Political Education and Liberal Democracy

Part 3: Representation

March 7 The Meaning of Representation

*Hanna Pitkin, The Concept of Representation, Chapter 1-7, 10

Jane Mansbridge, “Rethinking Representation.” 2003. American Political Science Review. 97 (November) 515-28. (ER)

Recommended Readings:

Manin, Bernard, The Principles of Representatives Government

Przeworksi, Adam and Susan Stokes, Democracy Accountability and Representation

Heinz Eulau and Paul Karps, “ The Puzzle of Representation: Specifying Components of Responsiveness, “Legislative Studies Quarterly 2 (August 1977) 233-254.

Representation. Edited by J. Roland Pennock and John W. Chapman (Nomos, Issue X, 1968)

Charles Beitz, Political equality, Chapter 6 on ‘Representation’

Anne Phillips, The politics of presence, OUP, 1995 (especially first 2 chapters)

Thomas Christiano, The rule of the many, Ch. 6 on ‘Equality and legislative representation’

March 14^th Spring Break

March 21 Descriptive Representation)

Anne Phillips, "Democracy and Representation: Or, Why Should it Matter Who Our Representatives Are?" in Feminism and Political Studies

Jane Mansbridge, Can Blacks Represent blacks and Women represent Women? A contingent yes ER

Suzanne Dovi, “Preferable Descriptive Representatives: Will Just Any Black, Woman or Latino Do?” APSR ER

FINAL PAPER DUE May 10th

Women's Studies

The Department of Women's Studies at the University of Arizona stands at the cutting edge of interdisciplinary feminist research and curriculum. The Department was founded in 1975 and gained full departmental status in 1997. It offers BA and MA degree programs, and its renowned faculty - composed of 11 core faculty and over 60 affiliates - work in a wide range of areas including:

* Feminist poststructuralist, postcolonial, marxist and queer theory
* Critical race studies, Chicana studies and Borderlands studies
* Film and Literature
* Sexuality and the Body
* Social Movements, US Third World and Transnational Feminisms
* Feminist Science Studies
* Feminist Pedagogy and Curriculum Development

Our internationally prestigious Southwest Institute for Research on Women (SIROW) was established in 1979. SIROW develops collaborative research-action projects of importance to women in the southwestern US and the Mexico-US border regions; links researchers, community organizations and policy makers to encourage informed policies and accessible, responsive service for diverse women's health and well-being; encourages women's contributions in knowledge and cultural production; and supports science and engineering education of, by, and for women and girls through the Women in Science and Engineering Program. The department also has a member-based community organization, the Women's Studies Advisory Council (WOSAC), that promotes and supports the students and faculty of the department and its activities. The Women's Plaza of Honor is sponsored by the Women's Studies Advisory Council and will be a means to raise $1.5 million dollars to support women's studies students in their academic achievement.

Located 70 miles from the U.S.-Mexico border and the export-processing zone across the border, and surrounded by Native American reservations, Tucson and the University of Arizona provide a particularly appropriate site for the study of global/local, cultural and economic processes. The university features vibrant programs/departments in Lesbian, Gay, Bisexual and Transgender Studies, Latin American Studies, American Indian Studies, Mexican American Studies, and Middle East Studies (among many others) as well as top-ranked departments in numerous fields. It is also the home of the celebrated Center for Creative Photography.

Professor Laura Briggs

Brigg’s Departmental Biography:

Laura Briggs is the author of Reproducing Empire: Race, Sex, Science, and US Imperialism in Puerto Rico, (University of California Press, 2002). She works on reproduction, race, and imperialism. She is currently writing a book on transnational and transracial adoption, focusing on the United States, Mexico, and Guatemala.

Syllabus for the Course: Feminist Theories and Movements

WS 539: Feminist Theories and Movements

Wednesdays, 3:30-6                                    Dr. Laura Briggs
ILC 129                                                       Office Hours: Mon 11-1
                                                                    Comm 114F (until further notice)

Description
This course will provide a survey of some of the major issues, debates and texts of feminist theorizing. It will situate feminist theories in relation to a variety of other politically significant theories (including Marxism, poststructuralism, critical race theory and postcolonial theory). It will also explore the role of theory in social movements and focus on theory-making as itself a political practice.

Assignments and grades
5%--In-class presentation on one of the readings
5%--In-class presentation of your final paper
20%--Class participation
10%--2 pp. paper (Aug. 31)
25%--5 pp. paper (Sept. 21)
35%--10 pp. paper (Dec. 9)

Day-to-day business of the course
One of the peculiarities of U.S. American life in the contemporary period is the impoverishment of the public sphere, to the point where we talk more readily about Britney Spear’s pregnancy than about what would constitute a good and just world. This course is not going to solve that problem, but we will try to keep alive an old tradition in the U.S. and a current one in much of the rest of the world, where people discuss weighty idea with each other. You don’t have to be right, you certainly don’t have to agree with the professor or anyone else, but you are expected to be interesting. Come to class with something to say, even or especially if seminars make you feel shy.

Texts
Jennifer Nelson, Women of Color and the Reproductive Rights Movement
Barbara Ehrenreich, Nickel and Dimed
Diane Nelson, Finger in the Wound
Wendy Brown, States of Injury
Judith Butler, Gender Trouble
Linda Garber, Identity Poetics
Michael Omi and Howard Winant, Racial Formation in the United States, 2nd ed.
Judith Halberstam, In a Queer Time and Place
Marjorie Garbor, Vested Interests

SCHEDULE

Activism
Aug 24-- Jennifer Nelson, Women of Color and the Reproductive Rights Movement
Aug 31—Barbara Ehrenreich, Nickel and Dimed

What are Intellectuals For?
Sept. 7—Diane Nelson, Finger in the Wound, chs. 1-4 and intro
Sept. 14—Nelson, chs. 5-6 and Spivak, “Can the Subaltern Speak”

Identity Politics
Sept 21— Linda Garber, Identity Poetics, first half, and relevant poems (from Audre Lorde, Adrienne Rich, Pat Parker, Gloria Anzaldúa, Judy Grahn)
Sept 28— Linda Garber, Identity Poetics, second half, relevant poems, and Joan Scott, “The Evidence of Experience”
Oct. 5— Wendy Brown, States of Injury (preface to ch. 3); Joan Scott, “Gender, A Useful Category of Historical Analysis”
Oct. 12— Wendy Brown, States of Injury (ch. 4-7); Chela Sandoval, "Theory of Oppositional Consciousness”
October 19— Judith Butler, Gender Trouble
October 26—Michael Omi and Howard Winant, Racial Formation in the United States, 2nd ed.

Queer Studies
November 2— Judith Halberstam, In a Queer Time and Place
November 9— Marjorie Garbor, Vested Interests, intro and section 1 and Laura Mulvey, "Visual Pleasure and Narrative Cinema"
November 16— Garber, Vested Interests, section 2 and Eve Sedgwick, "How to Bring Your Kids up Gay"

Globalization, Transnationalism, Racialization
November 30—Lisa Lowe and David Lloyd, "Introduction" The Politics of Culture in the Shadow of Capital; Aihwa Ong, “Introduction” Flexible Citizenship: The Cultural Politics of Transnationality; Lisa Lowe, “Immigration, Citizenship, Racialization” from Immigrant Acts; Hardt and Negri, from Multitude
December 7—In-class presentations

http://www.u.arizona.edu/~lbriggs/Courses/WS%20539.html

Syllabus for the Course: Transnational Feminisms

WS/ANTH 586--Transnational Feminisms

Mondays 12-2:30

Comm 108

Laura Briggs

COURSE OVERVIEW

This field, to the extent that it is a field, takes up the contemporary challenge to think across national borders in relationship to feminist politics and the insights that feminist analysis offer. More than in some other realms of feminist endeavors, it has been a richly theoretical field that has drawn on Marx, Freud and their European successors–Althusser, Lacan, Foucault–as well as those alternate, Third World Marxist and Freudian traditions embodied by, for example, C.L.R. James, Aimé Césaire, and Franz Fanon. At the same time, it is a field that has been provocatively engaged with political movements. To this end, the course will traverse complex theoretical as well knotty political ground.

The intellectual and political field of "Transnational Feminisms," although almost instantly institutionalized from the moment of its articulation, is still very much a field-in-formation. There are a lot of ways to articulate its roots and relationships, but this course frames its interlocutors as feminist anthropology, ethnic studies, women’s studies, history (particularly subaltern studies and the emerging history of U.S. imperialism), and postcolonial studies. Hence, we will be reading "around" the field as much as in it, not so much with the goal of being exhaustive, but with an eye toward general trends and webs of relation.

DAY-TO-DAY BUSINESS OF THE COURSE

Academe has trained us all to think of learning as a competitive affair. One scholar is right, another wrong; students compete against each other for the highest grade. In truth, though, all learning takes place in the context of intellectual communities--written, virtual, or face-to-face. Institutions of higher education like this afford us the privilege and pleasure of reading together and learning from each other. Our job in this seminar is to create an intellectual community, one in which we are all enriched by each others' readings of difficult material. And this is difficult material, without a doubt, which is why we need each other's help to read it well and try to understand how it can (or fails to) speak to our situation in the world. This imposes on each of us the responsibility of reading carefully, speaking up about our insights and questions, and listening respectfully to each other (which is not to say always agreeing).

To this end, it is the responsibility of each student to prepare for seminar by bringing to class two questions, comments, or areas of the reading they would like to discuss further. Or, alternately, bring questions, issues, newspaper clippings (preferably with copies) from outside the assigned readings that the course material helps us (or fails to help us) understand. One person will be chosen arbitrarily each week to start us off, and we will try to get to everyone's agenda. Some people hate this kind of thing, and find it makes them feel shy. This is who this policy is for. An intellectual community is as good as its most daunted member. Seminars are about talking.

REQUIRED TEXTS

Available at ASUA bookstore.

Anna Lowenhaupt Tsing, In the Realm of the Diamond Queen

Mary Renda, Taking Haiti

Dorothy Roberts, Shattered Bonds

GRADING AND ASSIGNMENTS

Option one: Research

Class participation: 30%

Research paper: 70%

Research paper. Use the theoretical material in relation to something else, perhaps a thesis or dissertation topic. For example, you could the material on genital cutting in Africa to think about refugee cases in the U.S. related to African gay men and lesbians, or Spivak to think about the work of a particular NGO. If you write a research paper, it will be due May 16 by 5 pm.

2. Option two: Reading

class participation: 30%

response papers: 30%

final paper: 40%

3 response papers, related to the reading

2 pp paper--due Feb. 3

2 pp paper--due March 3

5 pp paper--due March 24

Final paper: 10 pp.

I would prefer everyone write a research paper, but am well aware that the course does not teach research, so some first year students may prefer another choice. Before you decide, though, remember that grad school is about original research, and you will have to figure it out sooner or later. However, this is the bailout option: you can write an overview essay drawing on several of the assigned reading, pulling them together to write a review or make an argument about a theoretical intervention. If you do this, the paper is due at the last scheduled meeting of the course, May 5.

Attendance Policy

You're expected to come to class. If you must miss a class, email the instructor. Two absences are a cause for concern. If you miss three or more classes, plan on meeting with me to discuss options related to making up the work, taking a grade reduction, or repeating the course.

WEEK-BY-WEEK SCHEDULE

January 27--Overview: Thinking Race, Gender, Nation

Michael Ignatieff, "The American Empire: Get Used to It," New York Times Magazine (5 January, 2003): 22-27, 50-54.

February 3--Transnational Feminisms: What's at Stake?

Gayatri Spivak, "Cultural Talk in the 'Hot Peace,'" Robbins, ed. Cosmopolitics (1998)

Caren Kaplan and Inderpal Grewal, "Transnational Feminist Cultural Studies: Beyond the Marxism/Poststructuralism/Feminism Divides," in Kaplan, Norma Alarcón, and Minoo Moallem, eds. Between Woman and Nation: Nationalism, Transnational Feminisms, and the State

Miranda Joseph,

February 10--Authenticity, Women's Studies, Ethnic Studies

Gayatri Spivak, "Can the Subaltern Speak?" Lawrence Grossberg and Cary Nelson, Marxism and the Interpretation of Culture (Urbana: University of Illinois Press, 1988), pp. 271-313.

February 17--What is Postcolonial Studies a Critique of?

Gyan Prakash, "Subaltern Studies as Postcolonial Criticism," American Historical Review 99:5 (December 1, 1994): 1475-

Gayatri Spivak, "Subaltern Studies: Deconstructing Historiography," in Spivak and Ranajit Guha, eds., Selected Subaltern Studies (New York: Oxford, 1988)

Ann Stoler and Nicholas Cooper, "Between Metropole and Colony: Rethinking a Research Agenda," in Cooper and Stoler, Tensions of Empire (1997)

Ileana Rodríguez, "Reading Subalterns Across Texts, Disciplines, and Theories: From Representation to Recognition," in Rodríguez, The Latin American Subaltern Studies Reader (Durham: Duke, 2001), 1-32.

February 24--Genital Cutting

Christine Walley, "Searching for 'Voices': Feminism, Anthropology, and the Global Debate over Female Genital Operations," Cultural Anthropology 12:3 (1997): 405-438.

Lynn Thomas, "'Ngaitana (I will circumcise myself),'" Gender and History 8:3 (April 1997):338-363.

Leslye Amede Obiora, "Bridges and Barricades: Rethinking Polemics and

Intransigence in the Campaign Against Female Circumcision," Case Western Reserve Law Review 47: 2 (Winter 1997): 275-378

March 3--Orientalisms

Edward Said, from Orientalism

Melani McAlister, ch 1, conclusion in Epic Encounters: Culture, Media, and U.S. Interests in the Middle East, 1945-2000 (California, 2001).

Ella Shohat, "Area Studies, Gender Studies, and Cartographies of Knowledge," Social Text 20.3 (2002) 67-78.

Chandra Mohanty, "Under Western Eyes"

March 10--Ethnography

Anna Lowenhaupt Tsing, In the Realm of the Diamond Queen (1993), Preface, Opening, chs. 1, 3, and 6

March 17--Spring Break

March 24--U.S. Imperialisms

Amy Kaplan, "'Left Alone with America: The Absence of Empire in the Study of American Culture," in Kaplan and Donald Pease, Cultures of United States Imperialism (Duke,1993)

Oscar Campomanes, "1898 and the Nature of the New Empire," Radical History Review 73 (1999): 1-30.

Ann Laura Stoler, "Tense and Tender Ties: The Politics of Comparison in North American History and (Post) Colonial Studies," Journal of American History 88:3 (December 2001): 829-873.

March 31--Haiti

Mary Renda, Taking Haiti: Military Occupation and the Culture of U.S. Imperialism, 1915-1940 (Chapel Hill: UNC Press, 2001), 3-181.

April 7--Science and U.S. Imperialism

Donna Haraway, "A Manifesto for Cyborgs"

Banu Subramaniam, "The Aliens Have Landed: Reflections on the Rhetoric of Biological Invasions," Meridians: Feminism, Race, Transnationalism 2:1 (2001): 26-40.

Warwick Anderson, "'Where Every Prospect Pleases and Only Man is Vile': Laboratory Medicine as Colonial Discourse," Critical Inquiry 18 (Spring 1992): 506-529.

April 14--Is U.S. Ethnic Studies Transnational?

David Gutiérrez, "Migration, Emergent Ethnicity, and the `Third Space': The Shifting Politics of Nationalism in Greater Mexico," Journal of American History 86:2 (September 1999): 481-519.

From Philip Deoria, Playing Indian "Counterculture Indians and the New Age"

Alicia Camacho, "Body Counts on the US-Mexico Border" (unpublished)

From Lisa Lowe, Immigrant Acts: Asian American Cultural Politics, chs. 1, 7

April 21--Is U.S. Race Theory Transnational?: Thinking Adoption

Dorothy Roberts, Shattered Bonds: The Color of Child Welfare (Basic, 2002).

April 28-- Liberalism, Neo-liberalism, and Globalization

Ramón Grosfoguel, Frances Negrón-Muntaner, and Chloé Georgas, "Beyond Nationalist and Colonialist Discourses: The Jaiba Politics of the Puerto Rican Ethno-Nation," in Puerto Rican Jam: Essays on Culture and Politics (Minnesota, 1997): 1-38.

Homi Bhabha, "Of Mimicry and Man: The Ambivalence of Colonial Discourse"

Stuart Hall, "The Local and the Global" in Dangerous Liaisons

May 5

in-class research presentations

http://www.u.arizona.edu/~lbriggs/Courses/WS%20586.html

Syllabus for the Course: Reproduction: From Eugenics to Reproductive Technology

WS 400/500--Reproduction: From Eugenics to Reproductive Technology

Fall, 2004 Instructor: Laura Briggs

Tues, Thurs, 2-3:15 114A Communications

Shantz 242W lbriggs@u.arizona.edu

Office hours: Tuesday 12-1 and by appointment

Course content

What was eugenics? Did it ever really go away? These questions are surprisingly hard to answer. Feminists, progressive activists, and historians of science have addressed these questions in very different ways. The answer matters more and more as we move increasingly toward a scientific and social framework once thought discredited, that genes matter a great deal in determining the sort of people we are. New technologies raise the spectre of made-to-order babies for the very rich, while also opening up new possibilities for non-nuclear families--lesbian and gay parents, or families where “gestational” and “genetic” relatedness derive from different parents. All of this raises new questions about adoption--overseas and domestic--and how we see children and adults with disabilities. The course will examine the proposition that we need a more nuanced grammar of eugenics, genetic determinism, and reproductive technology, one that takes into account the possibility that they span the political spectrum from the hard right to the progressive left.

Required Texts

Diane Paul, Controlling Human Heredity: 1865 to the Present

Jennifer Nelson, Women of Color and the Reproductive Rights Movement

course reader, available through e-reserves (PDF files)

Day-to-day business of the course

This course explores conflicting accounts of the past and present by looking at a variety of documents---newspaper articles, activist polemics, historians’ writings, medical, scientific, and professional journal articles. It will not be enough in this course for the student to follow the argument of the textbook or learn the order of events: this class will require participants to actively make sense of conflicting viewpoints. The structure of the class is that each week we will read two or three interpretive articles or book chapters alongside primary documents (usually only a few pages long) that address the subject matter of the secondary reading. In general, the readings are structured to disagree with each other and raise interesting interpretive questions.

The course will be run as a seminar, which means that most of the work of the class will happen through thinking out loud. Students are expected to be respectful of each other--even or especially when disagreeing--and to encourage and stimulate each other’s thinking. Anyone may be called on to start off the class by laying out some preliminary thoughts or questions related to the reading.

Writing is important in this course. Its goal is to enable students to develop thoughtful, original viewpoints on the social meaning and cultural position of eugenics (especially with respect to gender, race, class, and the state) and its contemporary manifestations: genetic testing and reproductive technologies. The writing in the course is designed as a way to progressively develop ideas and interpretations; re-working ideas from shorter papers into the longer ones is encouraged. The two-page reflection paper offers the opportunity to begin to work out an argument; the five-page paper should develop an argument and provide persuasive evidence for it. For the final project of the course, students will be expected to do original research on some aspect of genes and reproductive control in the twentieth century, drawing on the kinds of primary documents explored in the course (historical or scientific).

Students taking this course for graduate credit will be expected to do the additional reading (listed each week under “500”) and meet in a separate section outside the regular class meeting time. In addition, the final paper will be 10-15 pp. instead of 7-10 pp. All other requirements are the same.

Grades: Point distribution

15%-class participation

15%-one 2-page response paper

20%-one 5-page paper

5%-research paper prospectus

5%-in-class presentation of research

40%-one 7 to 10-page research paper

1890- 1945 The Era of Eugenics

What was Eugenics? More Questions than Answers

August 24: Intro

August 26: Paul, ch. 1

>>FairTest, National Center for Fair and Open Testing, “Racism and Standarized Testing--Again,” Examiner 12:2 (Spring 1998); Wade Roush, “Conflict Marks Crime Conference: Charges of Racism and Eugenics Exploded at a controversial meeting exploring the genetic basis of crime” Science 269: 2532 (29 September 1995): 1808-10.

500: Nicole Rafter Hahn, “Introduction” and Dugdale, “Jukes” in White Trash: The Eugenic Family Studies, 1877-1919 (Boston: Northeastern University, 1988)

Was Margaret Sanger a Racist?

Aug 31: David Kennedy, Birth Control in America (1970), pp. 110-119; Linda Gordon, Woman’s Body, Woman’s Right; (1976) Betsy Hartmann, Reproductive Rights and Wrongs (Boston: South End, 1987): 97-99.

*****“footnote chase” assignment (2 pp paper) due*****

September 2: skim Paul, chs. 2, 3

500: Carol McCann, “Birth Control and Racial Betterment,” Birth Control in the United States (Cornell, 1994): 99-134

Eugenics as Social Policy and Racial Exclusion

September 7: Paul ch. 4

September 9: Paul, ch. 5-6

>>from Lothrop Stoddard, Rising Tide of Color Against White World-Supremacy (Scribner, 1920), chs. 1, 7; review by Paul Popenoe, Social Hygiene 4:4 (October 1920): 573-75.

review by Paul Popenoe, Social Hygiene 4:4 (October 1920): 573-75.

500: Martin Pernick, The Black Stork: Eugenics and the Death of "Defective" Babies in American Medicine and Motion Pictures Since 1915 (Oxford, 1996), pp. 3-6, 41-80.

Progressive Eugenics?

September 14: Rich Meckel, "Better Mothers, Better Babies, Better Homes," Save the Babies: American Public Health Reform and the Prevention of Infant Mortality, 1850-1929 (Johns Hopkins, 1990), pp. 124-158.

September 16: Ed Larson, “Belated Progress: The Enactment of Eugenic Legislation in Georgia,” Journal of the History of Medicine and Allied Sciences 46 (1991): 44-64.

>>Timothy Newell Pfeiffer, “The Matter and Method of Social Hygiene Legislation,” Social Hygiene 3:1 (January 1917): 51-61; “How Shall We Teach,” Social Hygiene 2:3 (July 1916): 435-39; “Is the Race Degenerating in America,” Survey 22 (24 April 1909): 137-38; Vernon Kellog, “The Bionomics of War,” Social Hygiene 1:1 (December 1914): 44-52.

500: Mark Haller, Eugenics, chs. 3, 6

Feminist Eugenics?

September 21: Laura Lovett, “Speaking the Vernacular: Florence Sherbon and the Promotion of the Family Ideal, 1915-35” (unpublished paper, 1998); Rosaleen Love, “‘Alice in Eugenics-Land’: Feminism and Eugenics in the Scientific Careers of Alice Lee and Ethel Elderton,” Annals of Science 36 (1979): 145-58.

September 23: Molly Ladd-Taylor, Mother-Work: Women, Child Welfare, and the State

from theSurvey

>>Amey B. Eaton, “Eugenics in America,” Survey 28 (June 3 1911): 352-54; Lillian Brandt, “Alcoholism and Social Problems,” Survey 25 (Oct 1 1910): 17-21; Katharine B. Davis, “Law Breakers,” Survey 24 (June 11, 1910): 455-57; Eleanor Wembridge, "The Seventh Child in the Four-Room House," Birth Control Review (Jan. 1924): 10-13; Alice Hamilton, "Poverty and Birth Control," Birth Control Review (August 1925): 226-28.

500: Amy Sue Bix, “Experience and Voices of Eugenics Field-Workers: ‘Women’s Work’ in Biology,” Social Studies of Science 27 (1997): 625-68.

Non-US Eugenics

September 29: Nancy Leys Stepan, "Racial Poisons and the Politics of Heredity in Latin America in the 1920s," The Hour of Eugenics: Race, Gender and Nation in Latin America (Cornell, 1991), pp. 63-101; Donna Guy, "The Pan American Child Congresses, 1916-1942: Pan Americanism, Child Reform, and the Welfare State in Latin America," Journal of Family History 23:3 (July 1998): 272-91.

October 1: Robert Proctor, "The Destruction of 'Lives Not Worth Living'" Racial Hygiene: Medicine Under the Nazis (Harvard, 1988), 177-222.

>>Domingo Ramos Ocampo, "Homiculture in its relation to eugenics in Cuba," Proceedings of the International Conference on Eugenics, 2nd session, (New York, 1921); "Final Record of Proceedings of the First Pan American Conference on Eugenics and Homiculture," Actas de la Primera Conferencia Panamericana de Eugenesia y Homicultura de las Republicas Americanas (Havana, 1928).

1945 to 1980: Objections, Retreat, Status Quo

Eugenics after the war: “Retreat” or Stasis?

October 5: William Provine, “Geneticists and Race,” American Zoologist 26 (1986): 857-87.

October 7: Paul, ch. 7

>>UNESCO Statement on the Nature of Race and Race Differences (1951, 1950); Genetics Society of America, Resolution on Genetics, Race, and Intelligence, 1976, JAMA quote

500: Kevles, ch. 11, 12, 13, pp. 164-211

*************5 pp paper due October 7************

Left and Feminist Anti-Sterilization, Anti-Eugenics, Anti-Population Control Politics

October 12--Nelson, intro., ch. 1

October 14--Nelson, ch. 2

>>SNCC, "Genocide in Mississippi"

500: Briggs, "Eugenics and the Reproductive Rights Politics of Civil Rights Movements"

October 19: Nelson, chs. 3, 4

October 21: Nelson, chs. 5, conclusion

>>Toni Cade, "The Pill: Genocide or Liberation" in Cade, ed. The Black Woman

500:

Adoption

October 26: Rickie Solinger, “Choice is a Moving Target,” in Beggars and Choosers (2001): 3-36.

October 28: Dorothy Roberts, from Shattered Bonds, pp. 3-55.

>>Anonymous, “Renting Wombs” Antipode 34:5 (November 2001): 864-873.

500: David Eng, “Transnational Adoption and Queer Diasporas,” Social Text 76 (Fall 2003): 1-38.

November 2: Election Day, no class. Go vote, phone bank, hold signs for your candidate.

Genetic Screening

November 5: Marsha Saxton, "Disability Rights and Selective Abortion" in Rickie Solinger, ed., Abortion Wars: A Half Century of Struggle, 1950-2000 (Berkeley: University of California, 1998): 374-394.

ReproTech: Creating Human Thoroughbreds and Victimizing Women?

November 9: Valerie Hartouni, “Breached Birth: Anna Johnson and the Reproduction of Raced Bodies” in Cultural Conceptions: On Reproductive Technologies and the Remaking of Life (Minneapolis: University of Minnesota, 1997):85-98.

November 11: Veteran’s Day, no class.

>> POV: “Baby, It’s You”

***********Preliminary research proposal due*************

Contemporary Controversies: Abortion and Breast Cancer, Stem Cells

November 16: from April Huff, Questioning Authority: The Science and Politics of the Abortion-Breast Cancer Debate

November 18: Janet Doglin, “Embryonic Discourse,” Issues in Law and Medicine19:3 (Spring 2004): 203-65.

500: TBA

November 23: Research paper proposal due

November 25: no class. Happy Thanksgiving

Transnational ReproRights Politics

November 30: Soheir Morsy, “Biotechnology and the Taming of Women’s Bodies,” in Processed Lives (1997): 168-72.

December 2: Marcia Inhorn, The "Local" Confronts the "Global": Infertile Bodies and New Reproductive Technologies in Egypt,” in Marcia Inhorn and Frank van Balen, Infertility around the Globe (2002)

500: TBA

The Last Word

December 7 in-class presentations of research

December 14: 10 pp research paper due in my box in Comm 108, no exceptions

Syllabus for the Course: Cultures of Biology, Medicine, Gender, and Race

Women's Studies 210
Cultures of Biology, Medicine, Gender, and Race
Monday/Wednesday/Friday, 10:00-10:50
Family and Consumer Sciences 225
Regular and Honors sections

Dr. Laura Briggs,                                                       TA: Alison Reuschlein
Office hours: Mon. 11-1                                         office hours by appointment
Comm 114F (for the moment)                                alisonr@email.arizona.edu
lbriggs@u.arizona.edu

Required texts
Anne Fausto-Sterling, Myths of Gender, Rev. edition. Available at ASUA.
Course reader, available through the library's reserves (via PDF files)

Overview: Ripped from the Headlines!
Are women's brains different from men's? Is there a gay gene? Does abortion cause trauma? Are we really ruled by our hormones? Does testosterone make men more aggressive? Are there racial differences in intelligence? Does psychiatry tell us important things about war?

This Tier II course (which fulfills the gender, race, ethnicity requirement) looks at how meanings of gender and race are influenced by popular conceptions of biology and medicine. It explores controversial topics such as gender difference in brain anatomy, genetic models of gayness and of intelligence, reproductive technology, abortion, hormones, and AIDS.

Ideas about "scientifically" established differences between women and men, people of color and whites, gays and straight people are prevalent in both popular culture and scientific articles. Using materials ranging from web sites to blockbuster movies to magazines, we will explore how the ways popular culture answers these questions affects what we think we know about gender and race. For example, it surely matters to struggles for racial equality that for the past three centuries, most Europeans and Anglo-Americans have believed that African Americans as a group are less intelligent than whites. Similarly, questions about women's fitness for certain jobs have often hinged on the belief that PMS makes women unreasonable and unable to make responsible decisions. At the same time, the political right continues to insist that the science behind global warming and claims of environmental devastation are shoddy. We will explore the scientific and political merits of all these kinds of claims.

Day-to-day business of the course
The course will be conducted in a conversational style, as much as possible in a large course. Attendance is mandatory, and students are expected to come to class with the reading completed, prepared to write and talk about the course reading. There will be seven unannounced quizzes, designed to assess that students have completed the reading and drawn some preliminary conclusions about it. Quizzes cannot be made up, but the two lowest grades will be dropped to accommodate unavoidable absences.
The point of this course is not to learn a set of "right answers," but to help you develop skills to think critically about information you read and hear that is presented as "true" and scientific. You are invited to have opinions, to think, to agree or disagree with the reading, the instructor, and your classmates, though we will hold each other to the highest standards of mutual respect.

Your written and oral work will be assessed based on its persuasiveness, clarity (including grammar), and development of ideas. The deadlines for writing assignments are on the syllabus and you are responsible for knowing them. Unexcused late work will be docked one-third of a letter grade for each day late (e.g., B+ becomes a B). The only assignment not on the syllabus is the second 2-3 p.p. paper and oral report; you will have the opportunity in the second week of class to choose a due date for these assignments and you will be expected to keep track of that date.

While the final responsibility for the course and grading is the professor's, the course will be taught by a team, including the professor and a graduate teaching assistant. Both of us will be available to answer questions and help you with your written work in class, during office hours or by appointment, and via e-mail. Students are encouraged to take advantage of these resources.

Email and appointment policies
I do want to hear from you, and one of the things I like about email is that it encourages students who I might not hear from otherwise to be in touch. However, I also hate feeling like a hostage to a full inbox. In order to keep the good parts of email and minimize the bad, I propose the following general guidelines:

--If your question is, “What happened in the class I missed,” ask a classmate.
--If your question is long and involved, come to office hours.
--If your question is technical (when is that paper due? I’m having trouble getting the readings?)—read the syllabus, first, then email Alison.
--You don’t need an appointment to come to office hours; just show up. And do come; otherwise I’m just sitting there hoping someone will visit me.
--If you want to meet but office hours don’t work for you, I will be happy to schedule an alternative time to meet if you can show me in your schedule that you have another class scheduled at that time.

Grades (regular section)
10 points--class participation
5 points--2-3 pp. assessment of web site
5 points--2-3 pp. assessment of a pop culture or political use of science
5 points--oral presentation based on 2nd 2 pp. paper
21 points--7 unannounced quizzes (9 given, lowest 2 grades dropped)
14 points—in-class mid-term
15 points-- One 5 pp. paper (re-write permitted within 2 wks of receiving papers back)
25 points--in-class final exam
100 points

Grades (honors section)
10 points—class and section participation
10 points--2-3 pp. assessment of web site
10 points--2-3 pp. assessment of pop culture/science article
10 points--oral presentation in class and lead honors section
20 points--One 5 pp. paper
40 points--One 10 pp. research paper
100 points

SCHEDULE

Aug. 22—course overview

What stories does science tell about sex and gender?
Aug. 24—"Testosterone: Are You Man Enough?" Time (April 24, 2000); Deborah Blum, "What's the Difference Between Boys and Girls?" Life (July 1999): 44-57.
Aug. 26—Emily Martin, "The Egg and the Sperm"

Intelligence
Aug. 29—AFS, ch. 2
Aug. 31— Stephen Jay Gould, "American Polygeny and Craniometry before Darwin: Blacks and Indians as Separate, Inferior Species," The Mismeasure of Man (1996), 62-104.

What stories does science tell us about race and war?
Sept. 2— Michael J. Bamshad and Steve E. Olson, "Does Race Exist?" Scientific American (December 2003).
J. Philippe Rushton, "Race and Crime: An International Dilemma," Society (Jan.-Feb. 1995).

Sept. 5—Labor Day No Class
Sept. 7— "Aftereffects: Detainees From the Afghan War Remain in a Legal Limbo in Cuba," New York Times, April 24, 2003 .
Carlotta Gall with Neil Lewis, "Captives: Threats and Responses; Tales of Despair from Guantanamo," New York Times June 17, 2003.
Demian Bulwa and Charlie Goodyear, "Female prison guards photographed nude; Leader of Bay Area unit accused of using hidden camera" San Francisco Chronicle, May 4, 2004, A18.)
Arthur Kane, "Expert: Drug Can Spur Rage" Denver Post, July 30, 2004, p. B1
Sept. 9-- ***2 pp. Analysis of web site or popular article due ***

Genes
Sept. 12— AFS, ch. 3
Sept. 14—Brent Staples, "The Scientific War on the Poor," (editorial) New York Times (October 28, 1994); Charles Murray and Richard Herrnstein, New Republic (October 31, 1994).
Sept. 16— J. Phillipe Rushton, "Genetics and Race," Science 271:5249 (2 Feb. 1996): 579-80.

Sept. 19— AFS, ch. 8

Hormones: Molecules Make the Wo/man
Sept. 21—AFS, ch. 4
Sept. 23—PRESENTATIONS

"Post Abortion Syndrome" and Birth Control
Sept. 26— Dagg, Paul K. B. (1991). "The Psychological Sequelae of Therapeutic Abortion — Denied and Completed." American Journal of Psychiatry, 148(5), 578-585; Zabin, Laurie Schwab, et al. (1989). "When Urban Adolescents Chose Abortion: Effects on Education, Psychological Status, and Subsequent Pregnancy." Family Planning Perspectives, 21(6), 248-255. David Reardon, et al., "Abortion and Subsequent Substance Abuse," American Journal of Drug and Alcohol Abuse Vol. 26, No. 1 (2000): 61-75.
Sept. 28—Dorothy Roberts, "The Dark Side of Birth Control" in Killing the Black Body (1997): 56-103.
Sept. 30—2-3 page assessment of a pop culture example of science due

Intersex
Oct. 3—Max Beck, "My Life as an Interssexual: Parts I and II," http://www.pbs.org/wgbh/nova/gender/beck.html film: Hermaphrodites Speak!

Reproduction and the Politics of Fetal Harm
Oct. 5—Michael Dorris, The Broken Cord, (ch. 6) pp. 77—95.
Oct. 7— Jane Erikson, "Doctors Mislabel Defects: Fetal Alcohol Misdiagnosed," Arizona Daily Star (November 27, 1995): 1A.

Oct. 10—Mindy Fullilove and Anne Lown, "Crack 'Hos and Skeezers: Traumatic Experiences of Women Crack Users," Journal of Sex Research May92, Vol. 29, Issue 2; Wendy Chavkin, "Cocaine and Pregnancy—Time to Look at the Evidence," Journal of the American Medical Association 285.12 (2001): 1626-27; B. Frank, D.A. Mayes, and L. Zuckerman, "Cocaine-Exposed Infants and Developmental Outcomes: 'Crack Kids' Revisited," Journal of the American Medical Association 287.15 (2002): 1990-91.
Oct. 12—Sandra Steingraber, "View from the Top," Having Faith (ch. 12); Helen Epstein, "Ghetto Miasma: Enough to Make You Sick?" New York Times Sunday Magazine (October 12, 2003): 75.
Oct. 14—Florence Williams, "Toxic Breast Milk?" The New York Times Jan. 9, 2005.

Hormones and Aggression
Oct. 17—AFS, ch. 5
Oct. 19—A. Mazur, "Biosocial Models of Deviant Behavior Among Male Army Veterans," Biological Psychology 41.3 (16 November 1995): 271-93.
Oct. 21--***********5 pp. paper due****************

Science and Politics
Oct. 24—AFS, ch. 7
Oct. 26—Jennifer Block, "Science Gets Sacked," The Nation (August 2003),
Union of Concerned Scientists, "Scientific Integrity in Policy Making," (Feb. 2004) and "Update" (July 2004)-- Read the whole web site
http://www.ucsusa.org/global_environment/rsi/page.cfm?pageID=1641
Oct. 28—Midterm exam

Body Image and Weight
Oct. 31—Mimi Nichter, Fat Talk , "Introduction," Harvard University Press.
Nov. 2— Kaw, Eugenia, "Medicalization of racial features: Asian American women and cosmetic surgery" Medical Anthropology Quarterly v. 7, no. 1, 1993. pp. 74-89.
Nov. 4—no new reading

Nov. 7—Eric Schlosser, "Global Realization," Fast Food Nation (New York: HarperCollins, 2002), 225-252.
Nov. 9— no new reading
Nov. 11—Veteran's Day, no class

AIDS: Activists Challenging Scientific and Pharmaceutical Agendas
Nov. 14—from Steven Epstein, Impure Science: AIDS, Activism, and the Politics of Knowledge, pp. 235-264.
Nov. 16—Sanjay Basu, "AIDS, Empire, and Public Health Behaviorism," Global Policy Forum http://www.globalpolicy.org/socecon/develop/2003/0802public.htm
Nov. 18—no new reading

Nov. 21—Donna Goldstein, 1996, "AIDS and Women in Brazil: The Emerging Problem, " Social Science and Medicine 39(7): 919-929. Study guide for final exam handed out.
Nov. 23—no class
Nov. 25—Thanksgiving, no class

Sociobiology and Rape
Nov. 28—AFS, ch. 6
Nov. 30—Thornhill and Palmer, "Why do Men Rape?" A Natural History of Rape and Jerry Coyne and Andrew Berry, "Rape as Adaptation," Nature 404 (March 2000): 121-122.
Dec. 2—no new reading

Dec. 5—Craig Stanford, "Darwinians Look at Rape, Sex, and War," American Scientist 88 (July-August 2000): 360-62; Natalie Angier, "Biological Bull," Ms. (June/July 2000):80-82.
Dec. 7—last day: review

Friday, Dec. 9, 11 a.m.-1 p.m. FINAL EXAM

Syllabus for the Course: Contemporary Feminist Theories

Contemporary Feminist Theories
Women's Studies 554
Spring 2003
Monday 3:00-5:30, Communication 311
10 March 2003

Professor: Kari McBride
Office Hours: Tuesday 3:00-5:00 and by appointment
Office: Communication 110
Phone: 621-7340
Email (the best way to contact me): kari@email.arizona.edu

The first part of this course will consist of critical works from the past five years that address "the future of women's studies" as well as works that speculate on new directions in feminist theory. The other class readings for the course will be determined by the fields of study of participants in the course, as each student will select 3-4 articles that represent the most recent work on the topic of her/his study. Those articles will be made available to the rest of the class and will form the reading material and topics of discussion for the remainder of the semester. Students will keep a reading journal, will make an in-class presentation on the articles they chose for class reading, and will write a term paper that situates their own work (ideally, their work towards a thesis or dissertation) in terms of recent trends in feminist theory.

Required Materials and Capabilities

Email and internet access are required. Books have been ordered through ASUA bookstore. Other readings will be available outside my office door for photocopying (marked WS) or through simple hypertext link. Items on electronic reserve are marked (RES).

Jeanette Winterson, The PowerBook.
Gloria E. Anzaldúa and Analouise Keating, eds., This Bridge We Call Home.

Required Work

Reading Responses: 30%
Oral/Written Presentation: 20%
Conference Paper: 20%
Term Paper (including Prospectus): 30%

Daily Syllabus

Mon 27 Jan
For class: Read some articles on challenges to feminism and Women's Studies: Wiegman, "Feminism's Apocalyptic Futures." (If accessing from off campus without dakotacom, go to Project Muse and browse New Literary History for vol. 31, no. 4.) Read Brown, "The Impossibility of Women's Studies": go to GenderWatch and search for Source (rather than "Keyword"): Differences; Limit to Year: 1997.
In class: Intro to course. Discussion of Wiegman and Brown.

Conference Proposal: Put together your proposal for the New Directions in Critical Theory Conference this week. If you email it to me by the weekend, I can give you some suggestions for revision. In any case, you must email it to the conference organizers at newdirectionsaz@hotmail.com (and copy to kari@email.arizona.edu) by Monday, February 3.

Mon 3 Feb
For class: Read some articles on gender and work in a special issue of Hypatia: Nelson and England, "Feminist Philosophies of Love and Work"; Meagher, "Is It Wrong to Pay for Housework?"; Davidson, "The Rights and Wrongs of Prostitution"; and Klein, "On Love and Work." If accessing from off campus without dakotacom, go to Project Muse and browse Hypatia for vol. 1, no. 2. Begin choosing readings for your presentation.
In class: Reading Response 1 due. Discussion.

Mon 10 Feb
For class: Read some articles about gender and bodies: "Masculinities Without Men". Read Levinson, "Sex Without Sex"; and Burt and Wallen, "Knowing Better." If accessing from off campus without dakotacom, go to Project Muse and browse Diacritics for vol. 29, no. 3, and vol. 29, no. 1. Continue preparing readings for your presentation.
In class: Reading Response 2 due. Discussion.

Mon 17 Feb
For class: Read more about bodies and sex: Foley, "Naked Politics"; Cocca, "From Welfare Queen to Exploited Teen"; and Wilkerson, "Disability." If accessing from off campus without dakotacom, go to Project Muse and browse NWSA Journal for vol. 14, no.2, and vol. 14, no. 3. Continue preparing readings for your presentation. Post Reading Response 3 online: between the end of class Mon 10 Feb and midnight Sun 16 Feb, post 2 screen-length comments to the class list (ws498@listserv.arizona.edu) on the Cocca article following the guidelines for the paper responses. Be sure to respond specifically to other students' comments, i.e., to engage in dialog.
In class: Discussion.

Mon 24 Feb
For class: Read This Bridge We Call Home, 1-190. Choose readings for your presentation.
In class: Reading Response 4 due. Discussion. Turn in either clean hard copy or email link for each reading you have chosen for your presentation. Sign up for presentation dates. Assignment of Term Paper.

Mon 3 Mar
For class: Read This Bridge We Call Home, 191-438. Begin working on Prospectus.
In class: Reading Response 5 due. Discussion.

Mon 10 Mar
For class: Reading of Bridge 439-end cancelled. Read instead the final essay in Bridge, Anzaldúa's "now let us shift . . . " plus the following readings available outside my office door: Alarcón, "The Theoretical Subjects of This Bridge Called My Back"; Scott, "The Evidence of Experience"; and Martin and Mohanty, "Feminist Politics: What's Home Got to Do with It?" Post Reading Response 6 online: between the end of class Mon 3 Mar and midnight Sun 9 Mar, post 2 screen-length comments to the class list (WS554@listserv.arizona.edu) on the readings following the guidelines for the paper responses. Be sure to respond specifically to other students' comments, i.e., to engage in dialog. Complete Prospectus.
In class: Discussion. Turn in Prospectus. Go out for drinks after class.

Mon 17 Mar: no class--spring break

Mon 24 Mar
For class: Read Winterson, The PowerBook. Read Hennessy, "Identity, Need, and the Making of Revolutionary Love" (RES). Read Domestic Queer (copies available outside Comm 110). Read Long, "Plague of Pariahs: AIDS Zines and the Rhetoric of Transgression": go to Sabio Sociological Abstracts, and do a keyword search with terms plague and pariahs. See also DPN (Diseased Pariah News) 10 cover (RES) reproduced from Berlant's The Queen of American Goes to Washington.
In class: Reading Response 7 due. Prospectus returned. Presentations: Beins.

Mon 31 Mar
For class: Read Golding, "Sexual Manners"; Bersani, "Is the Rectum a Grave?"; Haver, "Really Bad Infinities"; Gibson-Graham, "Preface" to The End of Capitalism; McDowell, "Work/Workplaces" (RES). Begin working on Term Paper.
In class: Reading Response 8 due. Presentations: Rubin, Bonds.

Mon 7 Apr
For class: Read McRobbie, "Settling Accounts with Subcultures: A Feminist Critique"; Macdonald, "Constructive Destruction: Graffiti as a Tool for Making Masculinity"; Berlant, "The Intimate Public Sphere"; (RES). Read Puar and Rai, "Monster, Terrorist, Fag". If accessing Puar and Rai from off campus without dakotacom, go to Project Muse and browse for Social Text 20.3 (2002). Post Reading Response 9 online: between the end of class Mon 31 Mar and midnight Sun 6 Apr, post 2 screen-length comments to the class list (ws498@listserv.arizona.edu) on the readings following the guidelines for the paper responses. Be sure to respond specifically to other students' comments, i.e., to engage in dialog.
In class: Presentations: Pabón, Wilcox.

Mon 14 Apr--no class: New Directions Conference/Works in Progress
more info TBA.

Mon 21 Apr
For class: Read Winterson, "The 24-Hour Dog"; Braidotti, "Met(r)amorphoses: Becoming Woman / Animal / Insect"; Smith, "A Cock of One's Own"; Halberstam, "Drag Kings" (RES). Read Hart, "That Was Then: This Is Now: Exchanging the Phallus"; Lorde, "JESSEHELMS." If accessing the Hart article from off campus without dakotacom, go to Project Muse and browse Postmodern Culture for 4.1 (1993); for Lorde, browse Callaloo for 24.3 (2001).
In class: Reading Response 10 due. Presentations: Wiseman, Jones.

Mon 28 Apr
For class: Read Garb, "Perspective or Escape?"; Nader and Wallach, "GATT, NAFTA, and the Subversion of the Democratic Process"; Sachs, "Neo-Development"; Barnet and Cavanagh, "Homogenization of Global Culture"; author?, "The Relevance of Postmodern Feminism for Gender and Development"; Murphy, "Ecofeminism and Postmodernism" (RES). Read Chua, et al, "Women, Culture, Development: A New Paradigm for Development Studies?". If accessing from off campus without dakotacom, for Chua, go to Ethnic and Racial Studies 23.5 (2000).
In class: Reading Response 11 due. Presentations: Gage.

Mon 5 May
For class: Read Sandoval, "Love as a Hermeneutics of Social Change" ; Eskridge, "Some Effects of Identity-Based Social Movements on Constitutional Law in the Twentieth Century"; Supreme Court, "Planned Parenthood v. Casey, et al" (RES). (If you want to check any of the 1536 footnotes to this article--I kid you not--consult the copy outside Comm 110.)
In class: Reading Response 12 due. Presentations: McBride, sabine.

Mon 12 May--Turn in Term Paper by 5:00 pm to Women's Studies office, Communication 108

http://www.ic.arizona.edu/ic/mcbride/theory/ws554.htm

Syllabus for the Course: Feminist Theories

Women's Studies 305, sections 1, 2H
Feminist Theories
Spring 2005

T/Th 12:30-1:45
Communication 311
Women's Studies Department
University of Arizona
revised 14 April 2005

Professor: Kari McBride
Office: Comm 110
Office Hours: Tuesdays 2:00-4:00, Wednesdays 2:30-4:30, and by appointment
Phone: 621-7340
Email: kari@email.arizona.edu (the best way to reach me)

This course traces the development of feminist theories from the Woman Controversy of the early seventeenth century, through influential nineteenth- and twentieth-century debates in a variety of contexts (including Marxist/materialist, Freudian/psychoanalytic, and Saussurean / structuralist theories), to the complexity of feminist discourses at the dawn of the new millennium. This course is required for the Women's Studies major and minor. Prerequisite: 6 hours in Women's Studies or permission of instructor.

WS 305 course runs in conjunction with a one-credit Writing Workshop (WS 397A). You are strongly encouraged to register for this course, where you can work on class writing assignments. There will be no extra reading involved; rather, you will have extra opportunity to work on class writing and presentations.

Course Requirements
Participation                                                10%
Reading Response Journal                             30%
News Analysis (in-class report)                      10%
Midterm Exam                                             20%
Final Project (take-home essay)                      30%
Honors Credit

Required Texts and Materials

Virginia Woolf. Three Guineas. (available at ASUA Bookstore)
Material accessed through this hyper-syllabus including electronic reserve items.
Access through syllabus with User Name: Password:
Access through Sabio Reserves page with Password:
Material posted to the class listserv.

Daily Syllabus

JH=Johns Hopkins Guide to Literary Theory and Criticism Online
RES=Electronic reserve (password and Adobe Acrobat required)
For all other linked readings, just click and go.

Thu 13 Jan
In class: Introduction to course. What is theory? What are "protofeminisms"? Information about WS 391, Writing Lab. Earning Participation credit. Resources for Reading Feminist Theory.

Unit One: Protofeminisms

Tue 18 Jan
For class: Sign on to class listserv: Send the message subscribe ws305 yourfirstname yourlastname (where yourfirstname is your first name, etc.) to listserv@listserv.arizona.edu. (Do not put anything in the subject line.)
Read about the Woman Controversy, the early modern discussion about the nature of women: read the main page, and then follow the links on the main page to ONE of the readings. Be prepared to discuss the way in which the authors make their arguments for or against women. Read about Sor Juana Inés de la Cruz. Read an excerpt from La Respuesta. (Here's the entire work in Spanish.) Also, if you have a fast computer and net connection, like one at a campus lab, as well as the required software, you can see two clips from a Spanish-language film about her. Once the page has loaded, follow the directions under the image to view the clip.
In class: Discussion. Assignment of Reading Response.

Thu 20 Jan
For class: Read an overview of Mary Wollstonecraft's life and thought in JH, and skim Chapter V of her Vindication of the Rights of Woman. Read Ruth H. Bloch, "The Gendered Meanings of Virtue in Revolutionary America"; if off campus, find through JSTOR in Signs 13.1 (1987): 37-58.
In class: Discussion.

Tue 25 Jan
For class: Read about Harriet Taylor and John Stuart Mill. Read the first chapter of their Subjection of Women.
In class: Reading Response 1 due. Discussion. Sign up for News Analysis.

Thu 27 Jan
For class: Read about the testimony of slave women and the nature of female slavery in Kerber and De Hart's Women's America (RES). Read about Sojourner Truth. Follow the link to the Seneca Falls Declaration of Sentiments at a web site devoted to the suffragist movement.
In class: Discussion. News Analysis: Kari McBride.

Tue 1 Feb
For class: Read about Emma Goldman. Read "The Traffic in Women" and "Woman Suffrage."
In class: Reading Response 2 due. Discussion. Introduction to Unit Two.

Unit Two: Marxism, Structuralism, and Psychoanalysis

Thu 3 Feb
For class: Read an introduction to Marxism. Read two excerpts from Karl Marx's Wage Labour and Capital: "What Are Wages?" and "The Nature and Growth of Capital."
In class: News Analysis: Smith.

Tue 8 Feb
For class: Read two discussions of structuralism: Mary Klage's page on Ferdinand de Saussure and McBride, Structuralism, Poststructuralism, Deconstruction (Foucault).
In class: Reading Response 3 due. Discussion. News Analysis: Yanez.

Thu 10 Feb
For class: Read Mary Klage's summary of the theories of Sigmund Freud. Read her summary of Lacan's theories.
In class: Discussion. News Analysis: Muniz.

Tue 15 Feb
For class: Read Gayle Rubin, "The Traffic in Women" (RES).
In class: No Reading Response this week. Assignment of Midterm Exam. News Analysis. Cook.

Thu 17 Feb NO CLASS: reading/writing week
Read Woolf, Three Guineas, Chapters 1-2.
Turn in Participation questions/comments to Prof. McBride kari@email.arizona edu by 5:00 pm today. One question or comment should respond to an issue in Chapter 1, and the other to Chapter 2.

Tue 22 Feb
For class: Finish Woolf.
In class: Reading Response 4 due. Discussion.

Thu 24 Feb
For class: Complete take-home portion of Midterm Exam.
In class: Midterm Exam.

Unit Three: The Second Wave and Reverberations

Tue 1 Mar
For class: Read Simone de Beauvoir, "Introduction" to The Second Sex (RES); Betty Friedan, "The Problem That Has No Name"; and bell hooks, "Black Women: Shaping Feminist Theory" (RES). Post Reading Response 5 to the class list: between the end of class Thu 24 Feb and the beginning of class today, post two screen-length responses concerning the three articles above to the class list. Follow the special guidelines for online Responses in the Reading Response Assignment.
In class: Discussion of Woolf's Three Guineas. News Analysis: Graham and Bock.

Thu 3 Mar
For class: Read Adrienne Rich, "Compulsory Heterosexuality and Lesbian Existence"; if off campus, find through JSTOR in Signs 5.4 (Summer 1980): 631-60.
In class: Discussion. News Analysis: Bootes and Horton.

Tue 8 Mar
For class: Read Arlene Dallery, "The Politics of Writing (the) Body: Ecriture Feminine" (RES).
In class: Reading Response 6 due. Discussion. News Analysis: King and Fitzsimmons.

Thu 10 Mar
For class: Read Wittig, selections from The Straight Mind (RES).
In class: Discussion. News Analysis: Gaillard and Kaufman.

Tue 15 Mar
Thu 17 Mar
No class: Spring Break

Unit Four: Third Wave and Post Feminisms

Tue 22 Mar
For class: Read Read selections from Moraga and Anzaldúa, eds, This Bridge Called My Back (RES), and Audre Lorde, "The Master's Tools Will Never Dismantle the Master's House" (RES).
In class: Reading Response 7 due. Assignment of Final Project. Discussion. News Analysis: Spell.

Thu 24 Mar
For class: Read Norma Alarcón, "The Theoretical Subject(s) of This Bridge Called My Back" (RES).
In class: Discussion.

Tue 29 Mar
For class: Read Cherríe Moraga, "From a Long Line of Vendidas" (RES). Post Reading Response 8 to the class list: between the end of class Thu 24 Mar and the beginning of class today, post two screen-length responses concerning the Moraga article to the class list. Follow the guidelines for Reading Responses.
In class: Discussion. News Analysis: Lopez, Romero. Honors Report: King.

Thu 31 Mar
For class: Read Linda Alcoff, "Cultural Feminism Versus Post-Structuralism: The Identity Crisis in Feminist Theory"; if off campus, find through JSTOR in Signs 13.3 (Spring 1988): 405-36.
In class: Discussion. News Analysis: Burger and Lindstedt.

Tue 5 Apr
For class: Read bell hooks, "Eating the Other" (RES)
In class: No Reading Response this week. Discussion. News Analysis: Johnson.

Thu 7 Apr
For class: Read Chela Sandoval, "U.S. Third World Feminism" (RES).
In class: No Participation questions/comments today. Instead, come to class ready to discuss the hooks and Sandoval readings. Discussion. News Analysis: Boggs.

Tue 12 Apr
For class: Work to narrow possible topics for Final Project. Read David L. Eng and Shinhee Han, "A Dialogue on Racial Melancholia" (RES). Post Reading Response 9 to the class list: between the end of class Thu 7 Apr and the beginning of class today, post two screen-length responses concerning the Eng and Han article to the class list. Follow the usual guidelines for Reading Responses.
In class: Discussion.

Thu 14 Apr
For class: Read Donna Haraway, "Socialist Feminist Manifesto for Cyborgs". (Change your browser's settings to black text on white background to print this document.).
In class: Discussion. News Analysis: Herreid.

Tue 19 Apr
For class: Continue working on Final Project. Be ready to share with the class the topics you're considering for the Final Project. Read Rosalind Pollack Petchesky, "Fetal Images" (RES).
In class: No Reading Response this week. Discussion. News Analysis: Maruska, Yazzie.

Thu 21 Apr
For class: Continue working on Final Project. Read Mary Hawkesworth. "Knowers, Knowing, Known: Feminist Theory and Claims of Truth" ; if off campus, find through JSTOR in Signs 14.3 (Spring 1989): 533-57
In class: Discussion. News Analysis: Bergstrom. Honors Report: Muñiz.

Tue 26 Apr
For class: Continue working on Final Project. Read Joan W. Scott, "The Evidence of Experience"; if off campus, find through JSTOR in Critical Inquiry 17.4 (1991): 773-98.
In class: In-class group project. Evaluation.

Thu 28 Apr
For class: Continue working on Final Project. Reading Response 11: For this response, review the previous Reading Responses, and write in response to them. You might ask: Where did I start out? What have I learned? What am I now confident about? How have I changed? (These questions are just to get you started; you should follow your own inclinations here.) The best responses will include your thoughts about this final reading for the course.
In class: Reading Response 11 due. News Analysis: Jeffries.

Tue 3 May--No class
Writing Week

Tue 10 May, 11:00am - 1:00pm: Final Exam
Meet at Frog & Firkin to present the results of your Final Project. You may read from your abstract. Please let me know ahead of time if you cannot afford to buy lunch, and I will arrange to pay.
If you do not come to the final lunch to present your work, the Final Project is due today by 5:00 pm in the Women's Studies office, Communication 108.

Wed 11 May
If you attended the final lunch, you have until today to complete your final project and turn in to Women's Studies office, Communication 108, by 5:00 pm.

This syllabus and its supporting pages were created by Kari Boyd McBride (unless otherwise attributed). You are welcome to use any of these materials in your own teaching and research, but please credit the source.

http://www.ic.arizona.edu/ic/mcbride/theory/ws305.htm

Abbreviated Syllabus for the Course: Suffragists, Sistahs, and Riot Grrrls: An Introduction to Women's Studies

The notes for the course observe that one class started late because of a pro-choice rally, and that extra credit was offered for a write-up on the rally.
http://www.ic.arizona.edu/ic/mcbride/ws240/cn24apr.htm

Women's Studies 240: Suffragists, Sistahs, and Riot Grrrls
An Introduction to Women's Studies

Spring 2001
T/Th 12:30-1:45, Econ 303

This course will introduce you to the essential history, writings, and vocabulary of the women's movement and feminism in the 19th and 20th centuries. The course has a "bifocal" methodology. The history of women's struggles for equality is presented chronologically, beginning (after a quick look at the writings of protofeminists of the 14th to 17th centuries) with the emergence of first wave feminism out of the abolitionist struggles of the mid-19th century, but because that history is available to us only because of the recuperative work of second and third wave feminists, we will always be looking at that history from a late 20th-century perspective. In this course, therefore, we will always be aware of the production of the past by the scholars of the present.

You will learn or sharpen a number of learning skills in this course, including Internet and library research capabilities and critical thinking, reading, and writing skills.

This course is a Tier 2 Individuals and Societies course that satisfies the gender, race, ethnicity, non-western study requirement. It is required for the Women's Studies major and minor. If you're interested in learning more about Women's Studies, make an appointment to talk with me about making it part of your study program.

Web site created and maintained by Kari B. McBride, Women's Studies Department, University of Arizona, with expert advice from Jessica Turk. Graphic Design by Maritza Quintero. Gif animation by Casey Ontiveros. The three images above are of Harriet Tubman, Susan B. Anthony, and Queen Liliuokalani.

Syllabus for the Course: History of Feminist Theories and Movements

History of Feminist Theories and Movements
Women's Studies 539
Fall 2002
W 1:00-3:30, Communication 311
revised 22 October 2002

Professor: Kari McBride
Office Hours: Tuesday 12:00-2:00 and by appointment
Office: Communication 110
Phone: 621-7340
Email (the best way to contact me): kari@email.arizona.edu

This course examines the western tradition of feminist theory and its relationship to political movements and social protest. Rather than aiming to cover all aspects of this extensive subject, I have chosen a range of works (sometimes classic texts that you may already have read previously) that I hope will cover many feminist perspectives and that will provoke fruitful discussion. Assignments include both brief and fully developed critical responses to readings and a term paper. Students taking this class are expected to have a grounding in the basic terms, concepts, and texts of feminism; assignments and discussion will assume this kind of preparation.

Required Materials and Capabilities

Email and internet access required. Books have been ordered through ASUA bookstore. You may also be able to find used copies at local bookstores and at web sites like amazon.com. Books are also on reserve in the library.

Paula Gunn Allen, The Sacred Hoop
Bettina Aptheker, The Morning Breaks: The Trial of Angela Davis
Judith Butler, Gender Trouble
Philomena Essed and David Theo Goldberg, eds, Race Critical Theories
Elizabeth Schüssler Fiorenza, Jesus: Miriam's Child, Sophia's Prophet: Critical Issues in Feminist Christology
Michel Foucault, The History of Sexuality, vol. 1
Janet Jakobsen, Working Alliances and the Politics of Difference: Diversity and Feminist Ethics
John Stuart Mill, Harriet Taylor, and Helen Taylor, The Subjection of Women
Cheríe Moraga and Gloria Anzaldúa, This Bridge Called My Back
Diane Purkiss, The Witch in History: Early Modern and Twentieth-Century Representations
Sor Juana Inés de la Cruz, The Answer/La Respuesta
Trinh T. Minh-ha, Woman, Native, Other: Writing Postcoloniality and Feminism
Monique Wittig, The Straight Mind
Virginia Woolf, Three Guineas
John Storey, Cultural Theory and Popular Culture (optional)

Required Work

Participation : 20%
Critical Reflection: 30%
Term Paper: 50%

August 28
Introduction to course materials and assignments. Theory basics. Theory resources online. Valerie Hardcastle's Reading strategies. Ancient and early modern thinking about gender. The early modern Woman Controversy. If you want to review some theory basics, see:

McBride, Introduction to Marxism
Klage, Structuralism and Saussure
Klage, Structuralism and Poststructuralism
Klage, Sigmund Freud
Klage, Jacques Lacan

September 4
Sign on to class list. (Send the message subscribe ws539 Yourfirstname Yourlastname [substituting your own name] to listserv@listserv.arizona.edu.)

Purkiss, The Witch in History (presenter: Kari)

September 11

Allen, The Sacred Hoop (Teresa)
Joan Scott, "The Evidence of Experience" (RES)

September 18

Sor Juana Inés de la Cruz, La Respuesta. (If you have a fast Net connection, you can see two clips from a Spanish-language film about her. Follow the directions under the image to view the clip.) (Audrey)
Essed and Goldberg, Race Critical Theories, 1-151 (Kari)

September 25

John Stuart Mill, Harriet Taylor, and Helen Taylor, The Subjection of Women (print or online). (Follow linked names to learn more about the problem of authorship.) (Ben)
Jakobsen, Working Alliances, 1-57 (intro & chapter 1)

October 2

Woolf, Three Guineas (Loran)
Emma Goldman's essays, including "Marriage and Love," "The Traffic in Women," and "The Tragedy of Woman's Emancipation" (April)

October 9

Jakobsen, Working Alliances, 58-end (chapters 2-4 & conclusion)
Aptheker, The Trial of Angela Davis (Brenna)

October 16

Essed and Goldberg, Race Critical Theories, 152-408 (Kari)

October 23

Moraga and Anzaldúa, This Bridge Called My Back (Carolyn)
Foucault, "The Discourse on Language" (Kari--here are my notes)

October 30: no class--reading week

Nov 6: Prospectus for Term Paper due

Foucault, "On the Genealogy of Ethics" (RES)--optional
Foucault, "Power and Sex" (RES)--a good introduction to the main ideas in Foucault's History
Foucault, History of Sexuality (Nina)
Trinh, Woman, Native, Other (Tamara)

November 13

Butler, Gender Trouble (Maddy)

November 20

Jean E. Howard, "Crossdressing, The Theatre, and Gender Struggle in Early Modern England" Shakespeare Quarterly 39.4 (Winter 1988): 418-40. From off campus, go to JSTOR and browse. (Teresa)
Fiorenza, Jesus: Miriam's Child, Sophia's Prophet (Marsha)

November 27: no class--writing week

Dec 4

Wittig, The Straight Mind (Penny)
hooks, excerpts from Yearning (RES). (Nancy)

December 11
Presentations on term paper (10 minutes each). Turn in term paper.

http://www.ic.arizona.edu/ic/mcbride/theory/ws539.htm

Other Courses of Note

W S 240 -- Gender in a Transnational World:An Introduction to Women's Studies (3 units)
Description: Introductory course to women's studies featuring selected works of twentieth century feminist thought.

W S 307 -- Chicana Feminisms: History, Theory and Practice (3 units)
Description: This course will examine the varied and evolving concerns of Chicanas as they forge new visions of feminism through the Chicano Movement of the 1960s; organizing among Chicana lesbian communities; Chicanas' entrance into academic, literary and artistic arenas; diverse community and national activist efforts in the 1980s; and current transnational initiatives.

W S 306 -- African-American Autobiographies: Women and Their Histories (3 units)
Description: Students will gain insight into the historical and cultural factors that have created, and continue to perpetuate gender and ethnic inequity. Students will come to understand African American writers, particularly women, as historical agents and self-defined individuals. While the course will emphasize the multiple roles of African American women, as portrayed autobiographically it also incorporates the historical struggles of those around them. It is my goal that through the course material students will see how African Americans are constantly recreating themselves in the face of adversity.

W S 335 -- Gender and Politics (3 units)
Description: Examination of politics through the lens of gender hierarchy. Emphasis on how constrictions of masculinity and femininity shape and are shaped by interacting economic, political and ideological practices.

W S 351A -- Introduction to Lesbian/Gay Literature (3 units)
Description: Survey with emphasis on writers in their literary and historical contexts. Historical background to early 1950's.

W S 351B -- Introduction to Lesbian/Gay Literature (3 units)
Description: Survey with emphasis on writers in their literary and historical contexts.From 1950s to contemporary.

W S 354 -- Feminist Literary Theories (3 units)
Description: Traces the development of feminist literary theories from early modern origins to the present.

W S 358 -- U.S.Third World Feminism:Theory,History,Practice (3 units)
Description: This interdisciplinary course examines key works by those women of color whose political and cultural investments in a collaborative, cross-cultural critique of U.S. imperialism and heteronormativity has been called "U.S. Third World Feminism".

S 386 -- Race/Gender: Genealogies, Formations, Politics (3 units)
Description: This course examines the gendered constitution of race in the U.S., beginning in the 21st century and working backward to 1800. It explores analytic tools for understanding race/gender, as well as its role in public policy, neoconservatism, feminism and literature.

W S 406 -- Gender and Social Identity (3 units)
Description: An analysis of the social and cultural construction of gender across cultures. Emphasis will be on preindustrial societies, using data to test theories of gender.

W S 430 -- Lesbian/Bisexual Women's Theories/ Lives/Activisms (3 units)
Description: Exploration of the relationships between lesbian and bisexual women's lives and activisms, and the theoretical understandings which concurrently both arise out of and construct those lives and activisms.

W S 433 -- Feminist Political Theory (3 units)
Description: Examines the tradition of Western political theory through a gender-sensitive lens and surveys the development of feminist political theory

W S 503 -- Latina Feminisms in the Americas (3 units)
Description: In this course, we will examine Latina feminisms as they break off from nationalist politics of the 1960’s to a politics concerned with transnational practices of "feminismo popular" (popular feminism) in the United States and Latin America. Through the study of essays, testimonios, and literatures that engage feminism, we will discuss how material conditions, civil wars, and revolution allow working class women in the Americas to engage in activities that we might understand as feminist.

American Indian Studies
http://aisp.web.arizona.edu/

American Indian Studies offers a Master and Doctoral degree program, as well as an undergraduate minor.

Syllabus for the Course: Asserting Sovereignty Through Cultural Preservation

AMERICAN INDIAN STUDIES 595a, section 2 and 495A, Section 3

ASSERTING SOVEREIGNTY THROUGH CULTURAL PRESERVATION

Spring, 2006

Instructor: Dr. Nancy J. Parezo Harvill 235c. Phone: 626-4057 (parezo@email.arizona.edu)

Teaching Assistant: Billy Stratton, Harvill 310, 626-4578, office hours by appointment, strattbj@email.ariozna.edu

Class time and place: Tuesday and Thursday, 9:30-10:45 AM, Harvill 303.

Parezo office hours: Monday 3 to 5, Tuesday and Thursday, 11 to noon, or by appointment.

This is the first half of two courses. Writing and Presenting Tribal Histories will be offered fall, 2006.

Course Objective: One of the central issues facing Native American communities today is cultural preservation. Many of the problems facing Native Nations (and indigenous peoples around the world) stem from the effects of European/American/Canadian colonialism, imperialism, and globalizing political economies based on capitalism. Native Nations actively strive to regain their homelands, and strengthen their languages, religions, philosophies and cultures. With cultural issues of reburial, repatriation, and control over the writing of their own histories at the forefront, many communities have developed strategies to rectify these problems. Others are considering developing museums, archives, galleries, archaeological and heritage preservation programs, and community centers as expressions of political self-determination and sovereignty.

This course has four basic goals and research questions:

(1) (1) To discuss the concepts of colonization, decolonization and sovereignty and to ask why they are important for Native people. What are the ways that Native nations, communities and individuals (including scholars) can work toward sovereignty and decolonization?

(2) (2) To discuss the concepts of culture and cultural/heritage preservation and determine why it is important to Indian peoples. How can preservation change the lives of communities and what are the ways Indian communities are striving to preserve their distinctive cultures?

(3) (3) To discuss the laws, regulations, and policies that forms the foundation of current cultural/heritage preservation initiatives in American/Canadian societies. How can these laws help or hinder indigenous preservation efforts?

(4) (4) To acquaint you with basic principles of museology and cultural resource management that could be used to assist Native nations and communities with their cultural preservation efforts within a framework of sustained economic development. How does a community decide if it wants to pursue cultural/heritage preservation efforts, especially the building a museum, archive, or community center, or organizing and supporting a TiHPO/CRM program?

You will also gain an understanding of museums and cultural resource management (CRM) programs as special institutions and governmental agencies that have evolved as non-profit organizations within the framework of Western European, Canadian, and U.S. cultural and political systems,. The functional components of museums will be reviewed including basic principles of collections management, conservation, and preservation. Special attention will be given to critical issues that influence collaboration between Native American communities and non-tribal museums such as: cultural colonialism and politics, collecting, ownership of knowledge, NAGPRA, reburial, nationalism, cultural appropriation, cultural and religious freedoms.

(Topics such as public programming; ethnographic authority, representation, museum research, and use of collections, photographs, documents; interpretation; and the production of new materials for a cultural preservation institution will be dealt with in the Writing Tribal Histories course).

The class will decide if it would like to go on a field trip to the Gila River reservation or other area museums/preservation organizations (like Native Seeds/Search) to talk to cultural preservation experts and visit their facilities. Times will be discussed in class.

Assignments: Each student will work on three major papers and several smaller projects during the semester.

(1) Analysis of the Concepts Colonialism, Decolonization, Sovereignty, Culture, and Cultural Preservation with Special Emphasis on the Theoretical Basis of the Concepts: 15 to 20 page essay for graduate students and 5 to 10 page essay for undergraduates. The main question to be addresses is: how useful are these concepts and perspectives to Fist Nation/American Indian tribal cultural preservation efforts. In your essay make sure that you demonstrate that you understand these concepts. This essay will include an analysis of the books by Memmi and Alfred as well as other relevant readings. Students should also do outside reading on the concepts as well. DUE: Feb. 7.

(2) Legislative History and Legal Analysis Essay and Law Summary: 10 page paper for under-graduates and a 15 to 20 page paper and 2 two-page preliminary summaries of specific laws. (A) You will write a two-page summary (each) of two laws. Make enough copies for all students in class. DUE: February 14. (B) For the essay, chose one or more of the laws discussed in class as well as the law you were assigned for the summary. Write either: a brief and/or legislative history for a tribal chair on one of the issues and how it could pertain to issues affecting the Nation/First Nation community, or prepare a paper designed to be published in a journal of your choice on an issue dealing with one or more of the legal issues discussed in class as an intellectual or philosophical problem; make sure that your paper discusses whether the law helps or hinders sovereignty/decolonization efforts. DUE: MARCH 23.

(3). Final Paper and Class Presentation: Consulting Exercise. You have bean hired by the Nation of your choice to help the community decide if it wants (A) a museum, art gallery, ecomuseum, community center or archive or (B) a tribal CRM program and to become a THPO. Choose a tribe of your choice and note whether it is a casino or non-casino tribe. Produce an instrument for a needs assessment that is culturally appropriate and a short guide for the tribal council on museums and cultural centers or CRM programs and THPOs. Your job in this assignment will be to help the tribe of your choice to decide if it wants a museum, cultural center, or CRM program. You will need to use the Guyette book as your guide for this essay. You will present your project in class and also provide written materials for the tribal government or appropriate community governing authority DUE: PRESENTATIONS ARE THE LAST TWO WEEKS. PAPER DUE MAY 5.

(4) Yoeme Easter Ceremony. You will attend the Gloria ceremony at either Old Pascua or New Pascua as an example of cultural preservation in action. This will be the Saturday before Easter. You are encouraged to attend the other open ceremonies. Please dress and act accordingly. You will write a paper on what you see, including a description of the participants and discuss the cultural and social values that are being strengthened.

(5) Discussion Leaders: Graduate students will serve as discussion leaders for readings and will be expected to summarize crucial issues (what is discussed and omitted) as they relate to tribal communities and decolonization and cultural preservation issues. Please note that the discussion leader will tie the points made in readings earlier in the class with class discussions occurring later in the course. (Undergraduate students can earn extra credit if they want to serve as discussion leaders). SUMMARY PAPERS ARE DUE ONLY WEEK AFTER THE CLASS DISCUSSION.

(6) Gathering Internet and other Information for Class. Will vary throughout the semester.

(7) Reading Summaries. Students will be assigned to produce a one-page summary of the important points in assigned readings. Due dates will vary. All students are expected to have read the assignments before the class and be prepared to discuss issues.

(8) Attendance at special lectures during the semester:

Dr. Taiaiake Alfred, University of Victoria, Friday, February 17, Rogers Roundtree 204, 12:00-12:50 PM
Dr. Rennard Strickland, Wednesday March 8, Harvill 101, 12:00-12:50 PM
Delbert Miller, Skokomish Nation cultural preservation officer, March 22, Harvill 101, 12:00-12:50
Dr. James Riding In, NAGPRA and sacred sites lecture (to be announced—during AISGSA conference)

Note: undergraduates can earn extra credit by writing brief summaries of these presentations.

(9) Class Attendance and Participation: You need to be fully prepared for all classes, including discussing the readings in a critical manner and how they relate to other readings, lectures and discussions. Every student is expected to be an active participant in ALL class activities. You are expected to be regular and punctual in class attendance. Frequent absences will have an adverse effect on a grade. After three (3) absences you will begin to lose points for each class missed. The only excuses are illness or family emergencies or for graduate students presentations at a professional meeting. Proper notification of the instructor or TA is required in these cases. Having to work on other classes is a not an acceptable excuse. Remember attendance points can often “make or break” your grade, particularly when your grade is on the border of the grade scale division. Students who miss more than 30 percent of the classes, however, will be dropped from the class according to University policy.

Format for student work: All written assignments will be types and will use at least a 10-point font (12 point font if Times Roman). Students will use the style guide for either Practicing Anthropology (Society for Applied Anthropology) or American Indian Culture and Research Journal (UCLA). These guidelines can be found on the web sites for these journals. Please find them; they are there.

Grades will be based on:

Quality and completeness of information
Clarity and depth of analysis
Quality of writing (including spelling and grammar)
Proper citations and credit of ideas—good scholarship
All work should be sharp, articulate, and based on a careful reading and assessment of materials.

Scholastic Content and Integrity: Pursuant to the University Code of Integrity, all submitted work, examinations, reports, and other projects must be your own work. Papers submitted for other courses are NOT acceptable for credit. Sources shall always be cited. Copying or allowing others to copy answers on examinations will result in a failing grade.

Grading: Undergraduate and graduate students will be graded separately. (Please note that the graduate teaching assistant will not grade graduate papers). Grades will be based on written assignments, the class presentation, reading preparation, and in-class participation and discussion. Work should be sharp, articulate, thoughtful, intelligent, and include a very careful reading of all materials. Punctuality in all assignments is a requirement. Lack of time in which to complete assigned work is not a valid reason for an incomplete. Late assignments will receive lower grades, basically the loss of 10 points per class period for which the paper or assignment is late.

The weighting of assignments is:

Paper 1: Theoretical concepts 50 points

Paper 2: Legal Issues and Legislative History Summary 50 points

Law summary 10 points each

Final Consultation Project, Class presentation and written paper 100 points

Class Attendance 30 points

Yoeme Easter Ceremony 20 points

Class Participation and Discussion 40 points

Amassing information for class from the Internet 30 points

Attendance at lectures 10 points each

4 Article summaries for class 5 points each

Graduate students:

Serving as class discussion leader with summary 30 points

Grade	Point Range for Undergraduates	Point Range for Graduate Students
A >90%	360-400	387-430
B 80-89%	320-358	344-386
C 70-79%	280-319	301-343
D 60-69%	240-279	258-300
E <59%	Below 239	< 257

NOTE: The instructor reserves the right to change this grading scheme, based on class progress, as well as other aspects of the syllabus. If this is necessary the class will be informed.

Text Books:

Alfred, Taiaiake 1999 Peace, Power, Righteousness: An Indigenous Manifesto. Oxford: Oxford University Press.

Ambrose, Timothy and Crispin Paine. 1993 Museum Basics. ICOM and Rutledge. (for graduate students)

Brown, Michael 2003 Who Owns Native Culture? Cambridge: Harvard University Press.

Erikson, Patricia Pierce. 2002 Voices of a Thousand People: The Makah Cultural and Research Center. Lincoln: University of Nebraska Press.

Guyette, Susan. 1996 Planning for Balanced Development. A Guide for Native American and Rural Communities. Santa Fe: Clear Light Publishers

Memmi, Albert 1965 The Colonizer and the Colonized. Boston: Beacon Press.

Law Reference Set: (See handout). To be used throughout the semester. Most are available from the National Park Service Website. http://www.cr.nps.gov/linklaws.htm If laws are not available try a google search or FindLaw on the internet. Over the semester you will look at these laws and regulations, Internet sources on Indian communities, cultural and historic preservation, and museums.

Other readings will be placed on electronic reserves in the Main Library. Password is: native.

***** Since the university just changed our class number look under Parezo (instructor) or for AIS /ANTH696c or 495a or the course title for the readings******

Internet resources needed for course:

NPS Tribal Preservation Program. http://www2.cr.nps.gov/tribal/index.htm
Keepers of the Treasures: http://www2.cr.nps.gov/tribal/keepers.html
Tribal and tribal museum web sties

Holidays: Martin Luther King Day and Spring Break.

Weekly Topics, Reading and Written Assignment Due Dates:

January 12 Class Introduction. What Is Cultural Preservation? What Is a Museum?

Topics: What should be preserved? Culture, Language, Land, Material Culture, Religion, Knowledge

What is CRM? What are the issues facing Indian country?

What is a museum and how do they function as institutions in American society?

January 17 and January 19: Sovereignty, Colonization and Decolonization

Readings:

Memmi, Albert 1965. The Colonizer and the Colonized. Boston: Beacon Press.

· · Colonizer Group A _____________________________

· · Colonized Group B _____________________________

Wilkins, David E. and K. Tsianina Lomawaima (2001) Introduction. Uneven Ground. American Indian Sovereignty and Federal Law. Norman: University of Oklahoma Press, pp. 3-18.

· · Discussion Group Group C ________________________________

Emerson, Rupert and D.K. Fieldhouse (1968) Colonialism. International Encyclopedia of the Social Sciences vol. 3: 1-12.

Fanon, Frantz (1963/2004) On National Culture. In The Wretched of the Earth. Grove Press: New

York. Pp. 206-248. (graduate students, e-reserve).

Scott, D. (2001) The Anthropology of Colonialism. International Encyclopedia of the Social and Behavioral Sciences vol. 4: 2232-2237.

Hodder-Williams, R. (2001) Colonialism: Political Aspects. International Encyclopedia of the Social and Behavioral Sciences vol. 4: 2237-2240.

Reinhard, W. (2001) History of Colonization and Colonialism. International Encyclopedia of the Social and Behavioral Sciences vol. 4: 2240-2244.

Reference: Kickingbird, Kirke, et al. (1999) Indian Sovereignty. In Native American Sovereignty, edited by John E. Wunder. New York: Garland Publications, pp.1-65. (Useful for group C).

Assignment: on Thursday bring in information on instances of colonialism and sovereignty on Indian reservations: political, economic and cultural

January 24 and January 26: Sovereignty, Colonization and Decolonization continued

Readings:

Alfred, Taiaiake Peace, Power, Righteousness: An Indigenous Manifesto.

Peace Group A ______________________________________
Power Group B ______________________________________
Righteousness Group C ______________________________________

Alfred, Taiaiake (2005) First Words. Wasáse: Indigenous Pathways of Action and Freedom. Peterborough, Ontario: Broadview Press. Pp.19-38. (Graduate students)

Ashcroft, Bill, Garrett Griffiths and Helen Tifflin (1989) Introduction. The Empire Writes Back. Theory and Practice in Post-colonial Literatures. London: Routledge, pp.1-13.

Kelly. J. D. (2001) Postcoloniality. International Encyclopedia of the Social and Behavioral Sciences vol. 17: 11844-11849.

Clark, Sharri (1997) Representing Native Identity: The Trail of Tears and the Cherokee Heritage Center in Oklahoma. Cultural Survival Quarterly 21(1):36-40.

Fanon, Frantz (1963/2004) Colonial War and Mental Disorder. In The Wretched of the Earth, pp.207-248. (Graduate students)

January 31 and February 2: What Is Culture? What Is Cultural and Heritage Preservation?

Tribal CRM Programs, Traditional Cultural Properties

Readings:

Singer, Milton, David Bidney, Leslie White, Robert Carneiro and Evon Vogt (1968) Culture. International Encyclopedia of the Social Sciences vol. 3: 527-568.

Shweder, R. A. (2001) Culture: Contemporary Views. International Encyclopedia of the Social and Behavioral Sciences vol. 5: 3151-3158.

Fuller, Reba (1997) Aspects of Consultation for the Central Sierran Me-Wuk. In Native Americans and Archaeologists: Stepping Stones to Common Ground, ed. By Nina Swidler, Kart E. Dongoske, Roger Anyon and Alan Downer. Walnut Creek, CA: Altamira Press, pp. 181-187

Doxtater, Michael G. (2004) Indigenous Knowledge in the Decolonial Era. American Indian Quarterly 28(3-4): 618-633.

Lomawaima, K. Tsianina (2004) An Interface between Archaeology and American Indian Studies: Use of Place and Imagination in Theories of Identity. In Identity, Feasting and the Archaeology of the Greater Southwest, edited by Barbara J. Mills, pp.139-152. Boulder: University of Colorado Press (graduate students).

Hunter, Andrea A. (2004) Teaching Indigenous Cultural Resource Management. In Indigenizing the Academy, Transforming Scholarship and Empowering Communities, edited by Devon A. Mihesuah and Angela Cavender Wilson, pp. 160-173. Lincoln: University of Nebraska Press (graduate students). The Full Circle of Stewardship.

Stapp, Darby C. and Michael S. Burney (2002) Defining Tribal Cultural Resource Management. In Tribal Cultural Resource Management. Walnut Creek: AltaMira, pp.4-10.

Guyette: begin to read this text book and continue to read it throughout the semester. Planning for Balanced Development. Warren foreword, preface, and chapter 1 (sustainable development).

February 7 and February 9: Finding Information on Preservation, Museums and the Law. Legislation: History and Contemporary Issues.

WE WILL MEET IN THE SCIENCE AND ENGINEERING LIBRARY, ROOM 308 AT 9:30 on Tuesday

Guest speaker: Sara Heitshu.

Assignment due: Essay No. 1. Concepts Essay (February 7)

Readings:

Haley, Brian D. and Larry R. Wilcoxon (1997) Anthropology and the Making of Chumash Tradition. Current Anthropology 38(5): 761-794.

Jemison, G. Peter (1997) Who Owns the Past? In Native Americans and Archaeologists: Stepping Stones to Common Ground, ed. By Nina Swidler, Kart E. Dongoske, Roger Anyon and Alan Downer. Walnut Creek, CA: Altamira Press, pp. 57-63.

Martin, Rena (1997) How Traditional Navajos View Historic Preservation. A Question of Interpretation. In Native Americans and Archaeologists: Stepping Stones to Common Ground, ed. By Nina Swidler, Kart E. Dongoske, Roger Anyon and Alan Downer. Walnut Creek, CA: Altamira Press, pp. 128-134.

Trope, Jack F. (1996) Existing Federal Law and the Protection of Sacred Sites. Cultural Survival Quarterly winter:30-35.

Guyette chapter 2

Reference: Labriola National American Indian Data Center, Arizona State University: www.asu.edu/lib/archives/labriola.htm

Reference: Richman, Jennifer 2004 NAGPRA: Constitutionally Adequate? In Legal Perspectives on Cultural Resources edited by Jennifer R. Richman and Marion P. Forsyth. Walnut Creek: Altamira, pp202-215.

February 14 and 16: Preservation, Museums, and the Law: continued

Topic: What is cultural property? What is indigenous or cultural knowledge? Who Owns

Assignment Due: Two page summary of 2 laws due on Tuesday.

On Tuesday we will review the laws you have researched. Be prepared to talk about them in class.

Readings:

Brown, Who Owns Cultural Knowledge?

Chapter 1-3 Group A _______________________

Chapter 4-6 Group B _______________________

Chapter 7-8 Group C _______________________

Buffalohead, W. Roger (1992) Reflections on Native American Cultural Rights and Resources. American Indian Culture and Research Journal 16(2):197-200.

Pinel, Sandra Lee and Michael J. Evans. (1994) Tribal Sovereignty and the Control of Knowledge. In Intellectual Property Rights for Indigenous Peoples, a Sourcebook, edited by Thomas Greaves, pp.41-56. Oklahoma City: Society for Applied Anthropology.

Whittles, Martin (2004) Cultural Borders and Scientific Boundaries. In Aboriginal Cultural Landscapes, edited by Jill Oakes et al. University of Manitoba: Aboriginal Issues Press, pp. 10-21.

Guyette chapter 3

Resource: Tribal Historic Preservation Office (1996) Hecel Oyate Kin Nipi Kte. Standing Rock Sioux Tribal Plan.

Resource: Parker, Patricia and Thomas F. King (1990, revised 1995) Guidelines for Evaluating and Documenting Traditional Cultural Properties. National Register Bulletin 38.

REMEMBER: FEB. 17 TAIAIAKE ALFRED LECTURE

February 21 and 23: Law continued: Reburial and Human Remains

Readings:

Bieder, Robert E. (1992) The Collecting of Bones for Anthropological Narratives. American Indian Culture and Research Journal 16(2): 21-35.

Echo Hawk, Roger C. (1992) Pawnee Mortuary Traditions. American Indian Culture and Research Journal 16(2): 9-20.

Grimes, Ronald L. (1986) Desecration of the Dead: An Inter-religious Controversy. American Indian Quarterly 10(4): 305-318.

Kavanagh, Tom. (1994) Laid to Rest at Last. Common Boundary Oct. 1994 pp.40-47,

Riding In, James (2000) Repatriation: A Pawnee’s Perspective. In Repatriation Reader: Who Owns American Indian Remains? edited by Devon A. Mihesuah. Lincoln: University of Nebraska Press, pp.106-122.

Stoffle, Richard W. and Michael J. Evans (1994) “To Bury the Ancestors: A View of NAGPRA.” Practicing Anthropology 16(3):29-32.

Thorpe, Jack F. and Walter R. Echo-Hawk (2000) The Native American Graves Protection and Repatriation Act: Background and Legislative History. In Repatriation Reader: Who Owns American Indian Remains? edited by Devon A. Mihesuah. Lincoln: University of Nebraska Press, pp.123-168.

Guyette chapter 4

Reference: Schneider, Alan L. 2004 Kennewick Man: The Three-Million Dollar Skeleton. In Legal Perspectives on Cultural Resources edited by Jennifer R. Richman and Marion P. Forsyth. Walnut Creek: Altamira, pp202-215.

Basic Websites to consult: National NAGPRA http://www.cr.nps.gov/nagpra/

Review the information on Kennewick Man, the legal mandates and guidance, inventories and summaries, notices.

Web site on Kennewick: www. kennewick.com (or .org)

February 27 and March 2: Preserving and Respecting the Land

Readings:

Deloria, Vine, Jr. (1991) “Sacred Lands and Religious Freedom.” NARF Legal Review 16(2):111-120. Also look at Native American Sacred Sites and the Department of Defense. On-line (Get web address)

Kidwell, Clara Sue and Alan Velie (2005) Land and Identity. Native American Studies. Lincoln: University of Nebraska Press, pp. 21-40.

Stapp, Darby C. (2000) Tribes Working with Agencies to Protect Resources. CRM No. 7: 41-44.

Stoffle, Richard W., David B. Halmo, and Diane E. Austin (1997) “Cultural Landscapes and Traditional Cultural Properties: A Southern Paiute View of the Grand Canyon and Colorado River.” American Indian Quarterly 21(2):229-249.

Tucker, Catherine M. (2004) Land, Tenure Systems and Indigenous Intellectual Property Rights in Indigenous Intellectual Property Rights. Legal Obstacles and Innovative Solutions edited by Mary Riley. Wlanut creek: Altamira Press, pp.127-151.

Vest, Jay Hansford (1989) The Badger-Two Medicine Wildlands: Sacred Geography of the Blackfeet. Western Wildlands 15(3): 30-36.

Zedeno. M. Nieves, Diane Austin and Richard Stoffle (1997) “Landmark and Landscape: A Contextual Approach to the Management of American Indian Resources.” Culture and Agriculture 19(3):123-129.

Guyette chapter 5

March 6 and 9: Repatriation and Tribal Consultations

Topics: Successful collaborations

Readings:

Evans, Michael J. and Richard W. Stoffle (1997) Has NAGPRA Helped or Hindered Relationships between Native Americans and Anthropologists? High Plains Society for Applied Anthropology 1(spring):26-32.

Goldberg, Carole (1999) Acknowledging the Repatriation Claims of Unacknowledged California Tribes. In Contemporary Native American Political Issues, edited by Troy R. Johnson, pp.275-280. Walnut Creek: Altamira Press.

Merrill, William, Edmund Ladd, and T. J. Ferguson. (19 ) The Return of the Ahayu:da. Lessons for Repatriation from Zuni Pueblo and the Smithsonian Institution. Current Anthropology 34(5):523-567.

Nafzinger, James A. and Rebecca J. Dobkins (1999) The Native American Graves Projection and Repatriation Act in its First Decade. International Journal of Cultural Property 891): 77-107.

West, Richard W., Jr. (1996) Repatriation. In Encyclopedia of North American Indians. Frederick E. Hoxie, editor, pp.543-546. Boston: Houghton Mifflin Company.

Wilson, Diana D. (1997) California Indian Participation in Repatriation: Working Toward Recognition. American Indian Culture and Research Journal 21(3):191-209.

Guyette chapter 6

Reference: American Indian Ritual Object Repatriation Foundation (1996) Mending the Circle: A Native American Repatriatin Guide. New York: American Indian Ritual Object Repatriation Foundation.

REMEMBER: RENNARD STRICKLAND LECTURE, MARCH 8

Spring break: March 14 and 16

March 21 and 23: Museums, Cultural Centers, Ecomuseums and Cultural Preservation.

Topic: Basic Organization of Museums

Assignment due: Paper 2. Legislative History and Legal Analysis (on Thursday)

Readings:

Ambrose section 1 and 2 (graduate students)

Fuller, Nancy (1992) The Museum as a Vehicle for Community Empowerment: The Ak-Chin Indian Community Ecomuseum Project. In Museums and Communities. The Politics of Public Culture, edited by Ivan Karp, Christine Mullen Kreamer & Steven D Lavine. Washington, DC: Smithsonian Institution Press, pp.327-366.

Brown, Michael F. (1998) Cultural Records in Question. Information and Its Moral Dilemmas. CRM 21 No. 6. p.18-20.

DiMichele, Donna Longo (1999) The Archives and Special Collections of the Mashantucket Pequot Tribal Museum. CRM 22(2): 15-17.

CoPAR Bulletins. National Anthropological Website. The Guide to Preserving Anthropological Records. http://www.nmnh.si.edu/naa/copar/bulletins.htm (look especially at the ethics bulletins)

Roberts, Carla (1994) Object, Subject, Practitioner. Native Americans and Cultural Institutions. Native American Expressive Culture. Akwe:kon /MNAI vol. 11(3,4):22-29.

Guyette chapter 7

REMEMBER: DELBERT MILLER LECTURE, MARCH 22

March 28 and 30: Language Preservation

Topic: The importance of language for preserving culture.

Readings:

Ambrose section 2 (graduate students)

Benjamin, Rebecca, Regis Pecos, Mary Eunice Romero and Lily Wong Fillmore (1998) Reclaiming Communities and Languages. Journal of Sociology and Social Welfare 25(1):81-104.

Kraus, Michael (1998) The Conditions of native North American languages: the needs for realistic assessment and action. International Journal of Social Language 132:9-21.

Other readings to be announced later based on desires of our guest speakers

April 4 and 6: Helping Tribes Define and Assess their Preservation Needs. Planning and Running a Community Museum. The Yoeme Easter Ceremony

Topics: What does it take to plan and run a tribal/community museum?

Assignment Due: One paragraph summary of the group you have chosen and the option you will work on for your presentation.

Readings:

Ambrose, section 3 (graduate students)

Stapp, Darby C. and Michael S. Burney (2002) Developing a Tribal Cultural Resource Protection Program.. In Tribal Cultural Resource Management. Walnut Creek: AltaMira, pp.93-118.

Guyette Chapter 8

**** MAKE SURE HOU HAVE FINISHED GUYETTE BY TUESDAY*****

April 11 and 13: Tribal Museums and the Museum of the American Indian

In-class Exercise: For Thursday find some tribal museum web sites and report on what they are doing in the way of cultural preservation, museum/cultural or community center efforts.

Readings:

Erikson, Patricia Pierce (2002) Voices of a Thousand People: The Makah Cultural and Research Center

Ambrose section 4 (graduate students)

Mauze, Marie (1992) Exhibiting One’s Culture: Two Case Studies the Kwagiulth Museum and the U’Mista Cultural Center. European Review of Native American Studies 6(1):27-30.

McMaster, Gerald R. (1992) Indigena. A Native Curator’s Perspective. Art Journal fall:66-73.

West, W. Richard, Jr. (1994) The National Museum of the American Indian Perspectives on Museums in the 21st Century. Museum Anthropology 18(3):53-58.

Zolberg, Vera L. (1994) “An Elite Experience for Everyone”: Art Museums, the Public and Cultural Literacy” In Museum Culture: Histories, Discourses, Spectacles, edited by Daniel J. Sherman and Irit Rogoff. Minneapolis: University of Minnesota Press. Pp. 49-65

Review: American Association for State and Local History http://www.aaslh.org/

Look at American Indian Programs

APRIL 25 ATTEND GLORIA FOR YOEME EASTER CEREMONY

April 18 and 20. Collections: Issues in Collections Management and Conservation

Readings:

Ambrose section 5 (graduate students)

Cash Cash, Phillip (2001) Medicine Bundles: An Indigenous Approach to Curation. In The Future of the Past. Archaeologists, Native Americans and Repatriation. Edited by Tamara L. Bray. New York: Garland, pp.139-145.

Galla, Amareswar (1996) Promoting Cultural equity: Museums and Indigenous Peoples. Curatorship: Indigenous Perspectives on Post-Colonial Societies. Ottawa: Canadian Museum of Civilization, pp.194-205.

Resource: Conserve o gram Technical Leaflet Series http://www.cr.nps.gov/museum/publications/index.htm

Resource: NPS Museum Collections Management Handbook: http://www.cr.nps.gov/museum/publications/handbook.html

Resource: Managing Archaeological Collections. http://www.cr.nps.gov/aad/collections/index.htm

Resource: National Archaeological Database (look under NPS) abbreviation is NADB

Resource: Treasures of the Nation. http://www.cr.nps.gov/museum/treasures/index.htm

April 25 and 27, May 2 STUDENT PRESENTATIONS

Dates will be set during class earlier in the semester

Assignment Due on Thursday: April 20: Paper on Yoeme Easter Ceremony, Gloria and Cultural Preservation.

Summary Final Project Due May 5.

My thanks to graduate students Karen Capuder, Kerry Thompson, Billy Stratton, and Leo Killsback for suggestions for this syllabus.

http://www.gened.arizona.edu/nparezo/cultural%20pres%20syllabus%202006.htm

Syllabus for the Course: Interdisciplinary Research for American Indian Studies: Theories, Indigenous Knowledge, and Interpretative Frameworks

AMERICAN INDIAN STUDIES 602

FALL, 2005

INTERDISCIPLINARY RESEARCH FOR AIS: THEORIES, INDIGENOUS KNOWLEDGE, AND INTERPRETIVE FRAMEWORKS

Instructor: Nancy J. Parezo

Harvill 235c. Telephone: 626-4057 Email: parezo@email.arizona.edu

Office Hours: Tuesday and Thursday, 3:30-5:00

Course Time: Wednesday 1:00-3:30 PM Location: Harvill 235c

COURSE DESCRIPTION: A survey of important theoretical perspectives and interpretive frameworks which have influenced, or may be relevant to, research in American Indian Studies. This includes a review of the basic interpretive philosophies extant under the rubric of indigenous knowledge as expressed in various Native American/First Nation cultures that can be melded into AIS paradigms.

This course provides an overview of theories and methods used in various disciplines that have been important to the history of scholarship on American Indians, and are important to developing scholarship in the field of American Indian Studies. The class is organized as a seminar, mixing some lectures presented by the instructor and guest AIS faculty with ongoing discussions and analyses of readings by students.

AIS 602 is part of a core sequence required of all Ph.D. students in American Indian Studies. It will be followed by AIS 548, which concentrates on methodological issues and developing research designs in AIS, based on community-based and “action research” models.

PRIMARY GOALS:

To expose students to the broad variety of disciplines, theories, paradigms and interpretive frameworks that have shaped the study of American Indian/First Nation cultures, societies, and individual peoples.
To provide in-depth exposure to selected theoretical approaches in thematic areas.
To identify outstanding theoretical work that incorporates indigenous knowledge and worldviews.
To learn the rudiments of abstracting and producing literature reviews.
To develop skills to analyze and evaluate current disciplinary and interdisciplinary research in AIS.
To build basic skills essential to successfully completing the PhD comprehensive examinations.

CLASS ORGANIZATION: This class will be a seminar format, held once a week. It will be divided into three parts each week unless otherwise indicated in the weekly listing of topics (see below):

Hour one: Discussion of the major work for the week. (Generally this will be a book) for approximately one hour to 1¼ hours. Two student discussion leaders will lead this discussion. However, all students must participate in the discussion and perform any special analyses designed by the discussion leaders.
Following a brief break we will divide into two discussion groups and take twenty minutes to a half hour to summarize the major points of the articles assigned to teams each week.
Each group will present their summary(ies) to the class for 10 to 15 minutes and then the two discussion leaders will summarize the strengths of the theory for AIS.

REQUIREMENTS AND ASSIGNMENTS:

All students are expected to attend every class and to actively participate in class discussions. Readings listed for each topic should be accomplished by the date indicated. Evidence of close reading of the materials will be judged by participation in class discussion as well as written work.

The following assignments are required of all students:

1. Article Summaries: A summary of the important points in each assigned reading. You should email your summary to all the class members and the professors by Monday afternoon. A work sheet will be provided to assist in the preparation of these summaries. Discussion leaders will prepare summaries of the assigned book and the topic for the week and distribute it in class on Wednesday.

2. Leading Discussion of Weekly Readings: Discussion leaders will be assigned at the beginning of the semester. It is the discussion leaders’ job to summarize the important points in major readings for the week, and to identify theoretical strengths and weaknesses, important assumptions, and logical arguments. Discussion leaders will assign the article readings to class members. Discussion leaders will also provide a one to two page summary of important theoretical concepts for class members following the discussion. Discussion leaders will lead the general class discussion and think about any ethical implications for research in the body of literature.

NOTE: Discussion Leaders can divide up the required (*) readings among the class if they so desire.

NOTE: Discussion Leaders can also substitute articles if they so desire.

3. Attendance at the AIS colloquium series. Throughout the semester AIS will sponsor scholarly talks about a variety of subjects. All students are expected to attend all these lectures. Schedule to be distributed.

4. Practice Comprehensive Examination Questions: Four 10-page essays based on questions similar to those given in the comprehensive examination. The questions will deal with theory, methodology, indigenous knowledge, and ethics. Each question will be distributed in class on the following schedule and will be turned in one week later.

Date Question Distributed Date Due

Question 1 September 14 September 21

Question 2 October 12 October 19

Question 3 November 9 November 16

Question 4 December 7 December 14 at noon

IMPORTANT NOTE: These assignments are designed to familiarize you with the format and expectations of comprehensive examination questions that deal with theory. Please note that these are class assignments; you will be given different, individualized questions designed by your committees for your examination. Note also that practice for class is NOT equivalent to your expected performance in two or three years when you take the examination.

OPTION: For individuals who are not in the AIS PhD program and do not intend to take comprehensive examinations, you may opt to write a term paper—approximately 40 pages in length in which a theoretical topic will be analyzed and discussed in depth. This paper will be due December 14 at noon and will count as the equivalent in grading points to the four essays. If you opt for this, you should see the instructor by September 28 to talk about the research focus and substance of the paper.

All written assignments must be typed (double-spaced), 12 point Times Roman (or equivalent), and contain proper citations, references, and footnoting. Students should use the citation style in American Indian Culture and Research Journal. See their web site or an issue of the journal for the appropriate guidelines.

GRADES: Students will be graded on the basis of class participation, their essays, leadership, and scholarly skills. Essay questions will be graded on the basis of understanding of the material presented in class, knowledge and understanding of readings, scholarship, and critical assessment. They will be graded as: high pass (A), pass (B), needs improvement (C), or fail (E), just as comprehensive examinations are. Clarity of expression and writing style (including grammatical accuracy and correct spelling) will factor into the grade. Sloppy work will result in a lower grade. Professionalism includes completing assignments on time. Late work will not be accepted (turning in a comprehensive examination late constitutes an automatic failure, as outlined in university policy). No incompletes will be given except for a medical or family emergency; having too much work in other classes or having to deal with TRAD problems are not acceptable excuses. Failure to complete the course requirements will result in a grade of E, as specified in university policy.

Evidence of close reading and participation on a weekly basis. 30%

Serving as discussion leader

Timely and complete writing of article or book summaries

Writing of summary for assigned theoretical topic for class

Comprehensive examination-style essays 60%

15% for each

Attendance at departmental lectures and colloquia and class attendance 10%

Code of Academic Integrity: Integrity is expected of every student in all academic work. The guiding principle of academic integrity is that a student’s submitted work must be the student’s own. Students shall not violate the Code of Academic Integrity and shall avoid situations likely to compromise academic integrity. Conduct prohibited by the university code consists of all forms of academic dishonesty, and plagiarism as set out in and defined in the code of Conduct to mean intentionally or knowingly representing the words or ideas of another as one’s own. See the University website for the most recent “Code.”

Required Textbooks:

Basso, Keith. (1996) Wisdom Sits in Places. Landscape and Language among the Western Apache. Albuquerque: Univ. of New Mexico Press.

Biolsi, Thomas (2001) Deadliest Enemies. Law and the Making of Race Relations on and off the Rosebud Reservation. Berkeley: Univ. of California Press.

Cruikshank, Julie (1990) Life Lived Like a Story: Life Stories of Three Yukon Native Elders. Lincoln: Univ. of Nebraska Press.

Deloria, Barbara, Kristen Foehner and Sam Scinta, editors. 1999 Spirit & Reason. The Vine Deloria, Jr., Reader. Golden, Colorado: Fulcrum Publishing.

Deloria, Philip J. (2004) Indians in Unexpected Places. Lawrence: Univeristy of Kansas Press.

Deloria, Philip J. and Neal Salisbury (2002) A Companion to American Indian History. Blackwell Companions to American History. Malden, MA: Blackwell Publishing.

Fixico, Donald L. (2003) The American Indian Mind in a Linear World. American Indian Studies and Traditional Knowledge. New York: Routledge.

Krupat, Arnold(2002) Red Matters. Native American Studies. Philadelphia: Univ. of Pennsylvania Press.

Mihesuah, Devon Abbott and Angela Cavender Wilson (2004) Indigenizing the Academy: Transforming Scholarship and Empowering Communities. Lincoln: Univ. of Nebraska Press.

Sturm, Circe. (2002) Blood Politics. Race, Culture, and Identity in the Cherokee Nation of Oklahoma. Los Angeles: Univ. of California Press.

Thornton, Russell, ed. (1998) Studying Native America. Problems and Prospects. Madison: Univ. of Wisconsin Press.

Womack, Craig S. (1999) Red on Red. Native American Literary Separatism. Minneapolis: Univ. of Minneapolis Press. (NOTE: you will need to order this book yourself)

Readings: The textbooks are also on reserve in the main library on two-day reserve. Other articles and individual chapter from books are on electronic reserve and on the CD. Some articles may also be available through electronic sources such as JSTOR. These are indicated by the on-line resource source marked after the article. In a few cases, two or more articles used in class are from the same book and hence cannot be placed on reserve. We will discuss in class how to access these materials through regular reserves.

Website: www.gened.arizona.edu/nparezo Password: native

Adobe Acrobat Reader is needed to view the scanned articles. You can download the software free at: http:www.adobe.com/prodindex/acrobat/readstep.html

Tutorial for the reader: http:w3.aces.iuc.edu/AIM/scale/tutorials/Acrobat/index.html

Weekly Readings:

NOTE

EVERYONE READS THE READINGS MARKED WITH AN *.
STUDENTS WHO WANT TO EARN AN “A” WILL READ MORE THAN SIMPLY THEIR ASSIGNED READINGS DURING A GIVEN WEEK.
FOR ANYONE WHO NEEDS SOME BACKGROUND IN A SUBJECT, SUGGESTED TEXTS ARE INCLUDED FOR EACH WEEK. IT WILL BE EXPECTED THAT YOU UNDERSTAND THE BASICS OF THESE THEORIES FOR CLASS DISCUSSION.

Week 1 Introduction: August 24 Introduction: What Is Theory and Learning to Read Critically. Theories in Social Science and the Humanities.

Week 2 August 31. Foundations. Vine Deloria . Journeys of Becoming a Scholar in Service to Native Peoples. What are the central issues in AIS?

Readings:

Selections from Spirit and Reason. The Vine Deloria, Jr. Reader

Students will pick in class

*Deloria, Vine, Jr. (1998) Intellectual Self-Determination and Sovereignty: Looking at the Windmills in Our Minds. Wicazo Sa Review 13(2): 25-31.

Dyck, Lillian (2002) A Personal Journey into Science, Feminine Science, and Aboriginal Science. In Science and Native American Communities. Legacies of Pain, Visions of Promise, edited by Keith James. Lincoln: University of Nebraska Press, pp. 22-28.

*Kulchyski, Peter (2000) What Is Native Studies? In Expressions in Canadian Native Studies, edited by Ron Laliberte et al. Saskatoon: University of Saskatchewan Extension Press, pp. 13-39.

Medicine, Bea (2001) Learning to Be an Anthropologist and Remaining “Native.” In Learning to Be an Anthropologist and Remaining “Native.” Selective Writings, by Dr. Beatrice Medicine, edited with Sue-Ellen Jacobs. Urbana: University of Illinois Press, pp. 3-18.

Thornton, Russell. Introduction in Studying Native America, pp. 3-16.

Grande, Sandy (2000) American Indian Identity and Intellectualism. The Quest for a New Red Pedagogy. International Journal of Qualitative Studies in Education 13(4). (EBCOHost)

Kidwell, Clara Sue and Peter Nabokov (1998) Directions in Native American Science and Technology in Studying Native America, pp. 357-384.

Articles to be read in class to practice abstracting:

(A) Fienup-Riordan, Ann (1988) Robert Redford, Apanuugpak, and the Invention of Tradition. American Ethnologist 15(3): 442-455.

(B) Lobo, Susan (1998) Is Urban a Person or a Place? Characteristics of Urban Indian Country. American Indian Culture and Research Journal 22(4): 89-102.

Bring in an important article of your choice from a recent issue of American Indian Quarterly, American Indian Research and Culture Journal or another journal where AIS scholars publish.

Foundational Text:

Deloria Jr., Vine (1969) Custer Died For Your Sins: An Indian Manifesto. New York: Macmillan.

Background text: Kuhn (1970).

Week 3 September 7. Activism, Applied, and “Pure” Scholarship. Where is the Theory? Aboriginal/Indigenous Intellectual Traditions in the Academy (Theme suggested by Rob Innes).

Discussion Leader: ______________

Readings:

Mihesuah, Devon Abbott and Angela Cavender Wilson (2004) Indigenizing the Academy: Transforming Scholarship and Empowering Communities. Lincoln: Univeristy of Nebraska Press.

* Everyone reads the introduction and discussion leader assigns essays

*Deloria “Introduction” and “Historiography” from Deloria and Salisbury. (pp. 1-24)

Reference needed for discussion: Nelson, Robert M. 2003 A Guide to Native American Studies Programs in the United States and Canada (on-line)

Please note that this book is a continuation of Natives and Academics. And the special issue “Writing About American Indians” edited by Devon A. Mihesuah. Champagne, Duane (1996) American Indian Studies Is for Everyone. American Indian Quarterly 20(1): 77-82 and Swisher, Karen (1996) Why Indian People Should Be the Ones to Write about Indian Education. American Indian Quarterly 20(1): 83-90. [look at the entire issue or Natives and Academics. (Academic Search Premier)

Akan, Linda (1992) Pimosatamowin Swikaw Kakeeqauywin: Walking and Talking, A Saulteaux Elder’s View on Native Education. Canadian Journal of Native Education 19(2): 191-214.

Austin, Ray (2003) Navajo Customary Law. (manuscript)

Begay, David and Nancy Maryboy (1995) Dine History Curriculum Development in Accordance with Traditional Metaphysical Paradigm Model. In Teaching and Writing Local and Reservation History. Occasional Paper No. 19. D’Arcy McNickle Center for the History of the American Indian. Newberry Library, pp. 118-45.

Cordova, V. (1996) Doing Native American Philosophy. In From Our Eyes: Learning from Indigenous Peoples, edited by Sylvia O’Meara and Douglas West. Toronto: Garamond Press, pp. 13-18.

Couture, Joseph (2000) Native Studies and the Academy. In Indigenous Knowledges in Global Contexts: Multiple Readings of Our World, edited by Dei, George J. Sefa, Budd L. Hall, and Dorothy Goldin Rosenberg. Toronto: OISE/UT in association with University of Toronto Press, pp. 157-67.

Davis, Julie (2001) American Indian Boarding School Experiences: Recent Studies from Native Perspectives. OAH Magazine of History 15. Available online: http://www.oah.org/pubs/magazine/deseg/davis.html

Ermine, Willie (1995 or 1997) Aboriginal Epistemology. In First Nations Education in Canada: The Circle Unfolds, edited by Jean Barman and Marie Battiste. Vancouver: Univ. of British Columbia Press, pp. 101-12.

Kluckhohn, Clyde (1949) The Philosophy of the Navajo. In Ideological Differences and World Order, edited by F. S. C. Northrup. New Haven: Yale Univ. Press, pp. 356-83.

Meyer, Manu Aluli (2001) Our Own Liberation: Reflections on Hawaiian Epistemology. The Contemporary Pacific (Journal of the Center for Pacific Islands Studies) 13(1): 124-48. (Project Muse)

Mohawk, John (1992) The Indian Way Is a Thinking Tradition. In Indian Roots of Democracy in America. Ithaca: Cornell Univ. Press, pp. 13-17.

Moore, John H. (1998) Truth and Tolerance in Native American Epistemology. In Studying Native America, pp. 271-305.

Pewewardy, Cornel (2001) Indigenous Consciousness, Education, and Science: Issues of Perception and Language. In Science and Native American Communities. Legacies of Pain, Visions of Promise, edited by Keith James. Lincoln: Univ. of Nebraska Press, pp. 16-21.

Suggested Background Readings: Duran and Duran (1995); Mohawk (1994),Mihesuah, Devon A. (1998) Natives and Academics: Researching and Writing about American Indians

Week 4 September 14. What is AIS? What Is the Canon? Reviewing, What Is Theory?

Discussion Leader: _______________

Readings:

*Fixico, Donald L. The American Indian Mind in a Linear World.

*Discussion: Does Deloria form the basis of the canon? More readings from Sprit and Reason.

Champagne and Stauss (2002) Introduction: Defining Indian Studies through Stories and Nation Building. in Native American Studies in Higher Education: Models for Collaboration between Universities and Indigenous Nations, edited by Duane Champagne & Jay Stauss. Walnut Creek: AltaMira Press, pp.1-15.

Cook-Lynn, Elizabeth (1997) Who Stole Native American Studies? Wicazo Sa Review (spring): 9-28.

Darnell, Regna (2002) Languages: Linguistic Change and the Study of Indian Languages from Colonial Times to the Present. In Deloria and Salisbury, pp. 175-92.

Duffie, Mary Katharine and Ben Chavis (1997) American Indian Studies and Its Evolution in Academia. The Social Science Journal 34(4): 435-46. (Academic Search Premier)

Harring, Sidney L. (2002) Indian Law, Sovereignty, and State Law: Native People and the Law. In Deloria and Salisbury, pp.442-60. [Note: Author of Crow Dog’s Case]

Kidwell, Clara Sue (1978) Native American Studies: Academic Concerns and Community Service. American Indian Culture and Research Journal 2(3/4): 4-9.

Lassiter, Luke Eric (2000) Authoritative Texts, Collaborative Ethnography, and Native American Studies. American Indian Quarterly 24(4): 601-14. (Project Muse)

Lincoln, Yvonna S. and Egon G. Cuba (2000) Paradigmatic Controversies, Contradictions, and Emerging Confluences. In Handbook of Qualitative Research. Second edition, edited by Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage, pp. 163-88.

McLeod, Neal (2000) Indigenous Studies: Negotiating the Space between Tribal Communities and Academia. In Expressions in Canadian Native Studies. Edited by Ron Laliberte et al. Saskatoon: University of Saskatchewan Press, pp. 27-29. (scanned with Kulchyski)

Young Man, Alfred (1999) Token and Taboo. Native Art in Academia. Wicazo Sa Review 14: 55-66.

Suggested Background Readings: Kidwell (1991); Krouse (2001); Metoyer-Duran (1993); Thornton (in text): 79-110; Root (1993); Warrior (in Thornton text: 111-129). All of Champagne and Stauss (2002)

Week 5 September 21. What is happening in subfields and topics you are interested in? Model review articles:

We will discuss how to construct a bibliography and a review article in your topics of interest.

*Lomawaima, K. Tsianina (2002) American Indian Education: by Indians versus for Indians. In Deloria and Salisbury, pp. 422-440. (Project Muse)

Alfred, Taiaiake (2002) Sovereignty in Deloria and Salisbury, pp. 460-75.

Bell, Betty (2002) Gender in Native America in Deloria and Salisbury pp.307-21.

Hafen, P. Jane (2002) Native American Literatures in Deloria and Salisbury, pp.234-47.

Harring, Sidney L. (2002) Indian Law, Sovereignty and State Law: Native People and the Law in Deloria and Salisbury pp.441-59.

Parezo, Nancy (2002) Indigenous Art: Creating Value and Sharing Beauty in Deloria and Salisbury, pp.209-33.

Turner Strong, Pauline (2002) Transforming Outsiders: Captivity, Adoption and Slavery Reconsidered. In Deloria and Salisbury, pp. 339-56.

Pair your article with one from Thornton Studying Native America

Also go on-line or to the library and find a recent article on your topic or another encyclopedia reference

Week 6 September 28. Stories: Indigenous Knowledge as Lived Experience. Intellectual Property Rights. What Knowledge Can AIS Ethically Use?

Discussion Leader: ____________________

Readings:

*Book: Cruikshank Life Lived As a Story. (Note: readings in this book will be divided up. Everyone reads the introduction, p.1-20, then one of three sections

Barnhardt, Ray (2005) Indigenous Knowledge Systems/Alaska Native Ways of Knowing. Anthropology and Education Quarterly 36(1): 8-23.

Christians, Clifford G. (2000) Ethics and Politics in Qualitative Research. In Handbook of Qualitative Research. Second edition, edited by Norman K. Denzin and Yvonna S. Lincoln. Thousand Oaks: Sage, pp. 133-55.

Condori, Carlos Mamani (1996) History and Prehistory in Bolivia: What about the Indians? In Contemporary Archaeology in Theory, edited by Robert Preucel and Ian Hodder. New York: Blackwell Publishers, pp. 632-45.

Cook-Lynn, Elizabeth (1997) American Indian Intellectualism and the New Indian Story. In Natives and Academics: Researching and Writing about American Indians, edited by Devon A. Mihesuah. Lincoln: University of Nebraska Press, pp. 111-38.

Dion-Buffalo, Yvonne (1990) Seeds of Thought, Arrows of Change: Native Storytelling as Metaphor. In Healing Voices: Feminist Approaches to Therapy with Women, edited by T. Laidlaw and C. Malmo. San Francisco: Jossey-Bass, Inc., pp. 118-42.

Fixico, Donald (1998) Ethics and Responsibilities in Writing American Indian History. In Native and Academics: Researching and Writing about American Indians, edited by Devon A. Mihesuah. Lincoln: University of Nebraska Press, pp. 84-99.

Lightning, Walter (1992) Compassionate Mind: Implications of a Text Written by Elder Louis Sunchild. Canadian Journal of Native Education 19(2): 215-53.

Pinel, Sandra Lee and Michael J. Evans (1994) Tribal Sovereignty and the Control of Knowledge. In Intellectual Property Rights for Indigenous Peoples. A Sourcebook, edited by Tom Greaves. Oklahoma City: Society for Applied Anthropology, pp. 41-56.

Purcell, Trevor W. (1998) Indigenous Knowledge and Applied Anthropology: Questions of Definition and Direction. Human Organization 57(3): 258-72. (ABI Inform)

Thornton, Russell (1998) Who Owns the Past? The Repatriation of Native American Human Remains and Cultural Objects in Studying Native America, pp. 385-15.

Suggested Background Readings: Echo-Hawk and Echo-Hawk. (1994); Greaves (1994); Saris (1993); Riding-In (1992).

Week 7 October 5. “All My Relations.” Kinship Theory, Society, and Social Theory.

Discussion Leader: _____________________

Readings:

*Sturm, Circe. Blood Politics.

Clark, A. Kim (1998) Race, Culture, and Mestizaje: The Statistical Construction of the Ecuadorian Nation, 1930-1950. Journal of Historical Sociology 11(2): 185-211. (JSTOR)

*DeMallie, Raymond J. (1998) Kinship: the Foundation for Native American Society. In Studying Native America, pp. 306-84.

* Holm, Tom J., Diane Pearson, and Den Chavis. 2003 Peoplehood: A Model for the Extension of

Sovereignty in American Indian Studies. Wicazo Review spring :

Hoxie, Frederick E. (1991) Searching for Structure: Reconstructing Crow Family Life during the Reservation Era. American Indian Quarterly 15(3): 287-309. (Academic Search Premier)

Miller, Jay (2002) Kinship, Family Kindreds, and Community. In Deloria and Salisbury, pp.139-153.

Ortiz, Alfonso (1994) The Dynamics of Pueblo Cultural Survival. In North American Indian Anthropology. Essays on Society and Culture, edited by Raymond J. DeMallie and Alfonso Ortiz. Norman: University of Oklahoma Press, pp. 296-306.

Sharrock, S. R. (1974) Cree, Cree-Assiniboine, and Assiniboines: Inter-Ethnic Social Organization on the Far Northern Plains. Ethnohistory 21: 95-22. (JSTOR)

Yellow Bird, Michael (1999) What We Want to Be Called: Indigenous Peoples Perspectives On Racial and Ethnic Identity Labels. American Indian Quarterly 3(2): 287-04. (JSTOR)

Suggested Background Readings: Blu (1980); Dominguez (1994); Forbes (1993); Roosens (1989); Thomas (2000).

Week 8 October 12. Colonialism and Political Economy.

Discussion Leaders: _________________

Readings:

* Biolsi Deadliest Enemies.

Albers, Patricia (2002) Labor and Exchange in American Indian History. In Deloria and Salisbury, pp. 269-286.

Barsh, Russel Lawrence (1988) Contemporary Marxist Theory and Native American Reality. American Indian Quarterly 12(3): 187-211.

Campbell, Gregory (1993) Health Patterns and Economic Underdevelopment on the Northern Cheyenne Reservation, 1910-1920. In The Political Economy of North American Indians, edited by John H. Moore. Norman: University of Oklahoma Press, pp. 60-86.

Castile, George Pierre (1992) Indian Sign: Hegemony and Symbolism in Federal Indian Policy In. State and Reservation: New Perspectives on Federal Indian Policy. Castile, George and Robert Bee, editors Tucson: University of Arizona Press, pp. 165-86.

Duffy, Diane and Jerry Stubben (1988) An Assessment of Native American Economic Development: Putting Culture and Sovereignty back on the Models. Studies in Comparative International Development 32(4): 52-78. (Academic Search Premier)

Ettawageshik, Frank (1999) My Father’s Business. In Unpacking Culture. Art and Commodity in Colonial and Postcolonial Worlds, edited by Ruth B. Phillips and Christopher B. Steiner, Berkeley: University of California Press, pp. 20-29.

Jorgensen, Joseph G. (1978) A Century of Political Economic Effects on American Indian Society. Journal of Ethnic Studies 6(3): 1-82.

Week 9 October 19. Review and catch-up. Discussion of comprehensive questions. Empiricism and Functionalism

Readings:

*Wilkins, David (1993) Modernization, Colonization, Dependency: How Appropriate Are These Models for Providing an Explanation of North American Indian ‘Underdevelopment’?” Ethnic and Racial Studies 16(3): 390-418. (Academic Search Premier)

*Becker, H. S. (1996) The Epistemology of Qualitative Research. In Ethnography and Human Development: Context and Meaning in Social Inquiry, edited by R. Jessor, A. Colby, and R. A. Shweder. Chicago: University of Chicago Press, pp. 53-71.

* Snipp, C. Matthew (1992) Sociological Perspectives on American Indians. Annual Review of Sociology 18: 351-71. (JSTOR)

Frantz, Klaus (1993) The Socioeconomic Status of American Indians. In Indian Reservations in the United States. Chicago: University of Chicago Press, pp. 105-55.

Kane, Emily W. (2000) Racial and Ethnic Variations in Gender-Related Attitudes. Annual Review of Sociology 26: 419-39. (Annual Reviews)

Knack, Martha C. and Alice Littlefield. (1996) Native American Labor. Retrieving History, Rethinking Theory. In Native Americans and Wage Labor. Ethnohistorical Perspectives, edited by Alice Littlefield and Martha C. Knack. Norman: University of Oklahoma Press, pp. 3-44.

Snipp, C. Matthew (1990) A Portrait of American Indian Women and Their Labor Force Experience. In The American Woman, 1990-1991, edited by S. E. Rix. New York: Norton, pp. 265-72.

Thornton, Russell (1998) The Demography of Colonialism and “Old” and “New” Native Americans. In Studying Native America, pp. 17-39.

Trafzer, Clifford (2002) The Chemehuevi in Nevada and California in Endangered Peoples of North America. Struggles to Survive and Thrive, edited by Tom Greaves. Westport, CN: Greenwood Press, pp. 3-20.

Vinje, David (1996) Native American Economic Development on Selected Reservations. American Journal of Economics and Sociology 55(4): 427-42. (WilsonSelectPlus)

Young, T. Kue (1994) Chapter 2. An Overview of Population and Health. In The Health of Native Americans. Toward a Biocultural Epidemiology. New York: Oxford University Press, pp. 23-54.

Suggested Background Readings: Boss, Doherty, La Rossa, Schumm, and Steinmetz, eds. (1993) Chapter 4, 6, 24; Miller (1991); Turner (1998).

Week 10. October 26. Historical and Ethnohistorical Research: Understanding the Past and Researching Euroamerican Society

Discussion Leader: _________________

Readings:

*Mohawk “Utopian Legacies”.

Deloria and Salisbury essays – appropriate ones

Cavender-Wilson, Angela (1999-2000) Walking into the Future: Dakota Oral Tradition and the Shaping of Historical Consciousness. Oral History Forum 19-20: 25-36.

Dowd, Gregory Evans. (2002) Wag the Imperial Dog: Indians and Overseas Empires in North America, 1650-1776. In Deloria and Salisbury, pp. 46-67.

Holm, Tom (2002) American Indian Warfare: The Cycles of Conflict and the Militarization of Native North America. In Deloria and Salisbury, pp. 154-72.

Hoxie, Frederick E. (1997) Ethnohistory in a Tribal World. Ethnohistory 44(4): 595-615. (JSTOR)

Larocque, Emma (1988) On the Ethics of Publishing Historical Documents. In The Orders of the Dreamed”: George Nelson on Cree and Northern Ojibwa Religion and Myth, 1823, edited by Jennifer S. H. Brown and Robert Brightman, Winnipeg: University of Manitoba Press, pp. 199-203.

Meyer, Melissa L and Kerwin Lee Klein (1998) Native American Studies and the End of Ethnohistory. In Studying Native America, pp. 182-216.

Stevenson, Winona (1999-2000) Narrative Wisps of the Ochekwi Sipi Past: A Journey in Recovering Collective Memories. Oral History Forum 19-20: 113-26.

White, Richard (1998) Using the Past: History and Native American Studies. In Studying Native America, pp. 217-46.

Suggested Background Readings: Axtell (1997); Chew and Knottnerus (2002); Duran, Duran and Brave Heart (in Thornton text, pp.60-78); Fowler (1987); Krech (1991); Nabokov (2002); Simmons (1988).

Week 11 November 2. Culture Theory, Tradition, Culture Change Theory

Discussion Leaders: ________________________

Readings:

*Deloria, Indians in Unexpected Places.

Buege, D. J. (1996) The Ecologically Noble Savage Revisited. Environmental Ethics 18: 71-88.

Clifton, James A. (1990) The Indian Story: A Cultural Fiction. In The Invented Indian Cultural Fictions and Government Policies, edited by Clifton. New Brunswick: Transaction, pp. 29-48. Also look at the entire book, which is on reserve in the main library.

Deloria, Vine Jr. Comfortable Fictions and the Struggle for Turf: An Essay Review of the Invented Indian: Cultural Fictions and Government Politics. In Natives and Academics: Researching and writing about American Indians, edited by Devon Mihesuah. Lincoln: University of Nebraska Press, pp. 65-83.

Geertz, Clifford (1994) Thick Description: Toward an Interpretive Theory of Culture. In Readings in the Philosophy of the Social Sciences. Cambridge, MA: MIT Press, pp. 213-31.

Gilman, S. (1997) The Deep Structure of Stereotypes. In Representation: Cultural Representations and Signifying Practice, edited by S. Hall. London: Sage Publications, pp. 284-85.

Hanson, Jeffrey R. and Linda P. Rouse (1987) Dimensions of Native American Stereotyping. American Indian Culture and Research Journal 11(4): 33-58.

Hobsbawm, Eric (1983) Introduction: Inventing Tradition. In The Invention of Tradition, edited by Eric

Hobsbawm and Terence Ranger. New York: Cambridge University Press, pp. 1-14.

Hopkins, Nick and Neil Murdoch (1999) The Role of the ‘Other’ in National Identity: Exploring the Context-dependence of the National Ingroup Stereotype. Journal of Community and Applied Social Psychology 9: 321-38. (Wiley Interscience)

Lomawaima, K. Tsianina (1993) Domesticity in the Federal Indian Schools: The Power of Authority Over Mind and Body. American Ethnologist 20(2): 227-240. (JSTOR)

Parezo, Nancy (2001) American Indian Stereotypes: Persistent Cultural Blindness. Red Ink 9(2): 41-49.

Robbins, Susan (1982) Stereotyping in American Indian Mental Health. Free Inquiry in Creative Sociology 10(1): 101-04.

Schein, Edgar H. (1991) What Is Culture? In Reframing Organizational Culture, edited by Peter Frost, Larry Moore, Meryl Louis, Craig Lundberg and Joanne Martin, pp. 243-52.

Week 12 November 9 Land: Sustainability Theory, Resource Utilization, and Culture.

Discussion Leader: __________________________

Readings:

*Basso Wisdom Sits in Places.

*Cornell, Stephen and Joseph Kalt (2000) Where’s the Glue: Institutional Basis for American Indian

Economic Development. Journal of Socio-Economics 29(5): 442-70. (Academic Search Premier)

Bean, Lowell J. and Harry W. Lawton (1993) Some Explanations for the Rise of Cultural Complexity in Native California with Comments on Proto-agriculture and Agriculture. In Before the Wilderness. Environmental Management by Native Californians, edited by Thomas C. Blackburn and Kat Anderson. Menlo Park: Ballena Press, pp. 27-54.

Fowler, Catherine S. (2000) “We Live By Them”: Native Knowledge of Biodiversity in the Great Basin of Western North America. In Biodiversity and Native America, edited by Paul E. Minnis and Wayne J. Elisens. Norman: University of Oklahoma Press, pp. 99-132.

LaPena, Frank R. (1985) My World Is a Gift of My Teachers. The Extension of Tradition. Sacramento, Ca; Crocker Art Museum. Reprinted In Native American Voices: A Reader, edited by Susan Lobo and Steve Talbot. New York: Longman, pp. 274-79.

Lewis, D. R. (1995) Native Americans and the Environment: A Survey of Twentieth-century Issues.

American Indian Quarterly 19(3): 423-50. (Academic Search Elite)

Ortiz, Bev (1993) Contemporary California Indian Basketweavers and the Environment. In Before the Wilderness. Environmental Management by Native Californians, edited by Thomas C. Blackburn and Kat Anderson. Menlo Park: Ballena Press, pp. 195-212.

Sackler, Elizabeth and Reuben Snake (1993) Living in Harmony with Nature: Reuben Snake, a Talk by the Winnebago Elder. Akwe:kon 10(3): 11-15. (under Snake)

Schwart, Maureen T. (2001) The Mystery Illness of 1993. In Navajo Lifeways. Contemporary Issues, Ancient Knowledge. Norman: University of Oklahoma Press, pp. 22-42.

Simpson, Leanne R. and Paul Driben (2000) From Expert to Acolyte: Learning to Understand the Environment from an Anishinaabe Point of View. American Indian Culture and Research Journal 24(3): 1-19. (WilsonSelectPlus)

Warren, Louis S. (2002) The Nature of Conquest: Indians, Americans, and Environmental History. In Deloria and Salisbury, pp.287-306.

Suggested Background Readings: Little (1999), Stoffle and Evans (1990), Vecsey and Venables (1980)

Week 13 November 16. Race

Readings:

Bring in some definitions of race and ethnicity

* Payne, Michael (1996) A Dictionary of Cultural and Critical Theory. Blackwell Press, pp. 1-12.

Cornell, Stephen and Douglas Hartmann (1998) Chapter 4, A Constructionist Approach. Ethnicity and Race: Making Identities in a Changing World. Thousand Oaks: Pine Forge Press.

Garroutee, Eva Marie (2001) The Racial Formation of American Indians: Legitimate Identities within Tribal and Federal Law. American Indian Quarterly 25(2): 224-239. (Project Muse)

Harmon, Alexandra (2002) Wanted: More Histories of Indian Identity. In Deloria and Salisbury, pp. 248-66.

Hoefel, Roseanna (2001) Different by Degrees: Ella Cora Deloria, Zora Neale Hurston, and Franz Boas Contend with Race and Ethnicity. American Indian Quarterly 25(2): 181-202.

Jaimes, M. Annette (1994) American Racism: The Impact on American-Indian Identity and Survival In Race, edited by Steven Gregory and Roger Sanjek. New Brunswick: Rutgers University Press, pp. 41-61.

Nagel, Joanne (1995) American Indian Ethnic Renewal: Politics and the Resurgence of Identity. American Sociological Annual Review, pp. 947-65. (JSTOR)

Williams, Robert A., Jr. (1997) Vampires Anonymous and Critical Race Practice. Michigan law Review (95 Mich. L. Rev. 741), pp. 741-65.

Suggested Background Readings: Bhabha (1990); Strickland, (in Thornton text, pp. 247-270); Gregory and Sanjek, (1994); Hall (1986); Ladson-Billings (2000); Nagel (1997), Scheppele (1994).

Week 14 November 23 – no class Thanksgiving

Week 15 November 30. Critical Theory and Literature.

Discussion Leader: ______________________

Readings:

*Womack “Red on Red” or Krupat “Red Matters”

Justice, Daniel Heath (2001) We’re Not There Yet, Kemo Sabe. Positing a Future for American Indian Literary Studies. American Indian Quarterly 25(2): 256-69. (Project Muse)

Owens, Louis (1994) Chapter 1. Other Destinies: Understanding the American Indian Novel, pp.3-31.

Norman: University of Oklahoma Press.

Shanley, Kathryn (1998) “Writing Indian”: American Indian Literature and the Future of Native American Studies. In Studying Native America, pp. 130-51.

Suggested Background Readings: Fogelson (in Thornton text, pp.40-59); Valentine (in Thornton text, pp. 152-181).

Week 16 December 7 Pulling It All Together: Ethical Theory. Theoretical Pitfalls to Avoid, Theoretical Paradigms to Use to Benefit Native Peoples

Readings:

Dunbar Ortiz, Roxanne (1985) Developing Indian Academic Professionals. Wicazo Sa Review 1(1): 5-10.

Fixico, Donald (2002) Federal and State Policies and American Indians. In Deloria and Salisbury, pp. 379-96.

Hinderaker, Eric (2002) Translation and Cultural Brokerage. In Deloria and Salisbury, pp. 357-76.

Mihesuah, Devon A. and Angela Cavender Wilson (2002) Indigenous Scholars versus the Status Quo. American Indian Quarterly 26(1): 145-52. (Project Muse)

Wallace, Pamela S. (2002) Indian Claims Commission: Political Complexity and Contrasting Concepts of Identity. Ethnohistory 49(4): 743-67. (Project Muse)

Warrior, Robert (1999) The Native American Scholar. Toward a New Intellectual Agenda. Wicazo Sa Review 14: 43-54.

Whitt, Leanne (1995) Indigenous People and the Cultural Politics of Knowledge. In Issues in Native American Cultural Identity. Edited by Michael K. Green New York: Peter Lang, pp. 223-71.

This syllabus was developed with the kind assistance and insight of Raymond Austin, Stephen Cornell, Robert Innes, Tsianina Lomawaima, Sharon Milholland, Joseph Stauss, Franci Washburn, Billy Stratton, Reuben Naranjo and Sara Heitshu.

Week 9 October 19. Critical Race Theory and Philosophy

Discussion Leaders:

Readings:

* Williams, Robert Jr. The American Indian in Western Legal Thought.

http://www.gened.arizona.edu/nparezo/602%20syllabus%202005.doc

Department of Near-Eastern Studies
http://fpnew.ccit.arizona.edu/neareast/index.htm

NES investigates the languages (Arabic, Persian, Turkish, Hebrew), history, cultures, literature and geography of the region now known as the Middle East, but referred to as the Near East for studies of the pre-Christian era. This region includes the Arab world, Turkey, Iran and Israel, and ranges from Morocco on the Atlantic Ocean to the Persian Gulf.

Students can take courses ranging from Islamic Art & Architecture to History of the Arab-Israeli Conflict, and can study subjects such as economic history or Islamic thought. The department also offers many language courses in Arabic, Hebrew, Persian, and Turkish, as well as classes in Middle Eastern literatures.

NES offers programs leading to the Bachelor of Arts (BA), Master of Arts (MA) and the Doctor of Philosophy (Ph.D.) degrees with a major in Near Eastern Studies. Areas of MA fields include the Middle Eastern languages (Arabic, Persian and Turkish), cultures, history, politics and civilizations of the Islamic Middle East. Concentrations at the doctoral level are available in the fields of languages and literature, and Islamic studies.

Students wishing to concentrate in history or politics at the doctoral level must apply to the appropriate disciplinary department upon completion of the MA.

For more information about the Near Eastern Studies program at The University of Arizona, please contact us by e-mail: neareast@u.arizona.edu

Syllabus for the Course: Nationalism and Islam

NES 696Y: Nationalism and Islam

SPRING 2006

Instructor, Leila Hudson, PhD

Mondays 4:00-6:30

Office Hours Tuesday 9:30-11:00 or by appointment

Marshall 447

lhudson@email.arizona.edu

Class Webblog Site: http://blog.ltc.arizona.edu/nes696nationalism/

In this seminar graduate students will design and carry out original research projects. The

resulting product should be the nucleus of an article length work that is potentially

presentable at a scholarly conference or publishable in article form. In other words, the final product should be original research in primary sources that engages

other scholarly work in its field in a dialogue informed by important questions in the

secondary literature.

The theme of this course is the dynamics of modern collective identities which dominate

the Middle East in the long twentieth century – nationalism and its Islamic rival identities. How, when and why do they become powerful mobilizing ideologies or resistant hegemonies? What are the different dynamics of secular versus

religious movements? Students will explore the underpinnings and formation of national

and Islamist sentiment through theoretical readings and works on various Middle Eastern

contexts.

Students will prepare a project proposal focusing on a specific nation-state or movement, an annotated bibliography reviewing the secondary literature for their research project, a first draft of the paper, a class presentation of their project and a final paper. They will attend all class sessions, comment on the readings on the class blog, and possibly prepare one blog essay to start the class discussions.

Grading will be as follows:

Class participation, blog participation, and project proposal 33%

Bibliography and draft paper 33%

Final presentation and paper 33%

Readings:

Articles will be available at the class website and main library reserve desk. They will include but not be limited to many of the following. The following weeks readings will be linked to the class weblog.

1. Abboushi, J., Hizballah's Virtual Civil Society. Television and New Media, 2001.

2(4).

2. Abu Amr, Z., Islamic Fundamentalism in the West Bank and Gaza. 1994,

Bloomington: Indiana University.

3. Anderson, B., Imagined Communities: Reflections on the Origin and Spread of

Nationalism. 1991, London: Verso.

4. Badran, M., Feminists, Islam and Nation: Gender and the Making of Modern

Egypt. 1995, Princeton: Princeton.

5. Balibar, E., The Nation Form: History and Ideology, in Becoming National, G.

Eley and R. Suny, Editors. 1996, Oxford University Press: Oxford.

6. Baron, B., The Women's Awakening in Egypt: Culture, Society and the Press.

1994, New Haven: Yale.

7. Bergen, P., Holy War, Inc. Inside the Secret World of Osama Bin Laden. 2001,

New York: Free Press.

8. Calhoun, C., Nationalism. 1997, Minneapolis: University of Minnesota.

9. Cole, J., Sacred Space and Holy War. 2003, New York: Palgrave.

10. Cooley, J., Unholy Wars: Afghanistan, America and International Terrorism.

2002, London: Pluto.

11. Deutsch, K., Nationalism and Social Communication. 1966, Cambridge: MIT

Press.

12. Dodge, T., Inventing Iraq: The Failure of Nation Building and a History Denied.

2003, New York: Columbia.

13. Eickelman, D., From Here to Modernity: Ernest Gellner on Nationalism and

Islamic Fundamentalism, in The State of the Nation: Ernest Gellner and the

Theory of Nationalism, J. Hall, Editor. 1998, Cambridge University Press.:

Cambridge.

14. Eley, G. and R. Suny, eds. Becoming National: A Reader. 1996, Oxford

University Press: Oxford.

15. Esposito, J., Islamic Threat: Myth or Reality? 1999, Oxford: Oxford.

16. Fandy, M., Cyberresistance and Saudi Opposition Between Globalization and

Localization. Comparative Studies in Society and History, 1999.

17. Gellner, E., Nationalism. 1997, London: Weidenfeld.

18. Gerges, F., America and Political Islam: Clash of Cultures or Clash of Interests.

1999, Cambridge: Cambridge.

19. Hudson, L., Coming of Age in Occupied Palestine: Engendering the Intifada, in

Reconstructing Gender in the Middle East: Tradition, Identity, Power, F.M.

Gocek and S. Balaghi, Editors. 1994, Columbia University Press: New York.

20. Kanaaneh, R.A., Birthing the Nation: Strategies of Palestinian Women in Israel.

2002, Berkeley: University of California.

21. Keddie, N. and J. Cole, eds. Shi'ism and Social Protest. 1986, Yale: New Haven.

22. Kedourie, E., The End of the Ottoman Empire. Journal of Contemporary History,

1968. 3(4).

23. Khalidi, R., Palestinian Identity: The Construction of Modern National

Consciousness. 1997, New York: Columbia.

24. Massad, J., Colonial Effects: The Making of National Identity in Jordan. 2001,

New York: Columbia.

25. Mitchell, T., Colonizing Egypt. 1988, Cambridge: Cambridge University Press.

26. Mosse, G., Nationalism and Sexuality: Respectability and Abnormal Sexuality in

Modern Europe. 1985, New York: Howard Fertig.

27. Renan, E., What is a Nation?, in Becoming National, R. Suny and G. Eley,

Editors. 1996, Oxford University Press: Oxford.

28. Shehadeh, L., The Idea of Women in Fundamentalist Islam. 2003, Gainesville:

University Press of Florida.

29. Smith, A., The Origins of Nations, in Becoming National, G. Eley and R. Suny,

Editors. 1996, Oxford University Press: Oxford.

30. Smith, C., Imagined Identities, Imagined Nationalisms: Print Culture and

Egyptian Nationalism in Light of Recent Scholarship. International Journal of

Middle East Studies, 1997. 29(4).

31. Smith, A., Nationalism. 2001, Cambridge: Polity.

32. Smith, A., Chosen Peoples. 2003, Oxford: Oxford University Press.

33. Zuhur, S., Revealing Reveiling: Islamist Gender Ideology in Contemporary

Egypt. 1992, Albany: State University of New York.

Class Schedule

January 23 - 1. Overview: Approaching Dynamics of Modern Identities

a. Thematic introduction

b. Methodology and techniques

Goals and Expectations

January 30 - 2. Awakening

b. Antonius The Arab Awakening, Ch. 5, 10, 12 selection online

e. Smith “The Origin of Nations” in Eley

Smith “When is a Nation?”

February 6 - 3. Inventing Nations (Empire, State, Institutions, Symbols)

a. Hobsbawm “Introduction: Inventing Traditions” online

b. Kedourie - “The End of the Ottoman Empire” online

c. Gellner – Nationalism and Thought and Change-selections

d. Dodge – “Rural and Urban” and “Using the Shaykhs” online

e. Massad – “Cultural Syncretism or Colonial Mimic Men” online

February 13 - 4. Imagining Nations (Print, Middle Class)

a. Anderson “Census, Map, Museum” in Eley

b. Anderson – “The Origins of National Consciousness” online

d. Cleveland – “The Arab Nationalism of George Antonius Reconsidered”

e. Mitchell – Colonizing Egypt (selections)

f. Balibar – “The Form of the Nation “ in Eley

February 20 - 5. Research Techniques

February 27 – Primary Sources and Realms of Investigation

March 6 - 6. Gender and Nation

b. Badran - “Claiming Public Space and Thinking Gender”

c. Baron – “Women’s Awakening” selections online

d. Baron – “Egypt as Woman” in Gershoni and Jankowski

e. Stoler – “Sexual Affronts and Racial Frontiers” in Eley

f. Hudson – “Engendering the Intifada” online

March 13 - 7. Nation and Empire

a. Ottomanism and nationalism

b. European imperial projects and rival nationalisms

c. US hegemony in Iraq

March 20 - SPRING BREAK

March 27 - 8. Nationalism or Islamism? Clashing Ideologies or Clashing Paradigms?

a. Held – “The Decline of the Nation State” in Suny and Eley

b. Maallki – “ National Geographic” in Suny and Eley

c. Toloyan-“The Nation State and its Others” in Suny and Eley

d. Smith – Chosen Peoples (selection)

e. Eickelman -

f. Budeiri – “The Palestinians: Tensions Between Nationalist and Religious

Identities” in Gershoni

g. Sivan – “Arab Nationalism in the Age of Islamic Resurgence” in Gershoni

h. Zuhur – Revealing Reveiling - selections

April 3 - 9. Dynamics of Resurgent Shi’ism

a. Cole and Keddie – Shi’ism and Social Protest - selections

b. Arjomand – The Turban for the Crown - selections

c. Cole- Sacred Spaces Holy War – selections

d. Abboushi – “Hizballah’s Virtual Civil Society” in Television and New

Media online

April 10 - 10. Dynamics of Sunni Movements

a. Esposito – The Islamic Threat: Myth or Reality? - selections

b. Abu-Amr – Islamic Fundamentalism in the West Bank and Gaza –

selections

c. Fandy – “Cyberresistance: Saudi Opposition Between Globalization and

Localization” online

d. Gerges – America and Political Islam - selections

e. Cooley – Unholy War- selections

f. Bergen – Holy War, Inc. – selections

g. 9/11 Commission Report - selections

April 17 - 11. Presentations

April 24 - 12. Presentations

May 1 - 13. Presentations

15. Presentations – Final Paper Due - no extensions

Syllabus for the Course: Modern History of the Middle East

NES/HIST 277B, Sect 1 - MODERN HISTORY OF THE MIDDLE EAST (1453-present)

Department of Near Eastern Studies

SPRING 2006

Professor Charles D. Smith

Office: Marshall Bldg. 441

Email: cdsmith@u.arizona.edu

Tel: (520) 621-3542

Office Hours: T/Th 1:00 - 3:00 p.m.

Texts

William Cleveland, A History of the Modern Middle East. 3^rd ed.

John Esposito, Islam: the Straight Path. Revised 3rd ed.

Toby Dodge, Inventing Iraq: the failure of nation building.

Hammond: Atlas of the Middle East.

Optional

Daniel Headrick, The Tools of Empire: Technology and European Imperialism in the Nineteenth Century.

This course is a survey of Middle Eastern history from about 1453 to the near present. The intent of the course is to establish a basis for understanding present developments in light of the history of the region and its interaction with external powers, especially those representing European imperial interests.

This is a lecture course but questions are encouraged. Films will be shown, followed by class discussion. Students will be responsible for material from films as well as the lectures and readings on examinations.

Course Requirements. There will be two mid-term examinations and a final exam, all essay. Students will also write a comparative book report on two books of your choosing, but after consulting me.

Grades are weighted as follows: 25% for each mid-term; 30% for the final exam; 20% for the book report. Class participation will be taken into account.

Attendance will be taken each day in class. Exams are based on lectures as well as readings. You will do poorly if you do not attend class.

Course rules:

1. Taking exams. All students must take exams at scheduled times. The only acceptable excuse if a verifiable medical excuse. Illness of relatives require a medical statement from that relative’s doctor. **There will be no early final exams to allow for travel plans. Our final exam is May 9, 11:00-1:00.

2. Cell phones/pagers. **ALL cell phones must be turned off when you enter the classroom. Any ringing of a phone once class has begun will lead to the student leaving the class for that period. There will be a grace period of one week. Consistent infractions by a person will result in your removal from class for disruptive behavior.

3. Leaving class and returning. Some students now think they are attending the movies when in class - whether a film is being shown or not! Do not get up and leave class once you are in it unless there is an emergency.

PLAGIARISM . Plagiarism is defined as using someone else’s work as your own, whether actual writing or ideas. The classic example is handing in a paper which the student has not written but pretends is his/her own work, increasingly common with the internet. But plagiarism can also be inserting paragraphs in a paper written by someone else without acknowledgment, i.e. a footnote, or having someone else rewrite a paper you wrote in draft form.

Plagiarism is cheating and is governed by the Code of Academic Integrity. I will fail any student found to have cheated for the semester, not simply for the paper itself. Students can appeal such charges, but in cases where the appeal is granted, that student must write another paper under university supervision to prove s/he is capable of writing such a paper. **Anyone unsure of exactly what plagiarism is should consult me.

LECTURES AND READINGS

Week 1.

1/12. Introduction. Themes of the course. Islam and its links to other world religions.

1/17. The Foundations of Islamic Belief and Practice. Sunni and Shi’i Islam.

Readings: Cleveland, pp. 1–12, 31-33; Esposito, Introduction, Ch. 1 and pp. 43-45.

Week 2.

1/19. Islamic Civilization to 1200: the Age of the Abbasids.

1/24. The End of the Abbasid Caliphate and the Rise of the Ottoman Turks to 1402.

Readings: Cleveland, pp. 13-39; Esposito, pp. 32-60.

Week 3.

1/26. 1453. Mehmet the Conqueror and the Conquest of Constantinople

1/31. Ottoman Civilization and Expansion: The Age of Sulayman the Magnificent, 1520–1566.

Readings: Cleveland, pp. 39-49; Esposito, pp. 60-67

Week 4.

2/2. Film: “Sulayman the Magnificent.” Class discussion

2/7. Ottoman Civilization and European Challenges, 1600–1775.

Readings: Cleveland, pp. 49-51.

Week 5.

2/9. Safavid Iran: A Shi’i Islamic State, 1500–1775. Film: “The Isfahan of Shah Abbas.”

2/14.Ottoman/Safavid Rivalries and comparisons of their governments: were both “states?”

Review for mid-term.

Readings: Cleveland, pp. 51-56; Esposito, pp. 60-67 (Review).

Week 6.

2/16.**FIRST MID-TERM**

2/21.The Middle East and European Imperial Rivalries: “Tools of Empire” - the technology of European imperialism

Readings: Cleveland, pp. 57-60; Headrick, Tools of Empire - optional.

Week 7.

2/23. Ottoman Reform Efforts: Selim III and Mehmet II - 1787–1839.

2/28.Muhammad [Mehmet] Ali of Egypt: A Model for Modernization?

Readings: Cleveland, Ch. 4.

Week 8.

3/2. Ottoman Reforms: 1839–1914. The Tanzimat and its Legacy

3/7. Egypt: 1848–1914.

Readings: Cleveland, Ch. 5 and pp. 103-109, 119-122, 133-140.

Week 9.

3/9. Iran: 1775–1914. Comparisons with Egypt and the Ottomans. The Middle East on the Eve of World War I.

Readings: Cleveland, pp. 109-117, 143-48

3/14–3/16 — **SPRING BREAK**

Week 10.

3/21.**SECOND MID-TERM**

3/23. World War I and the Middle East: the Peace Settlements

Readings: Cleveland, Ch. 9.

Week 11.

3/28. Inventing States: British Imperialism and Iraq: Case Study

3/30. Iraq: the mandate and the “state.”

Readings: Cleveland, pp. 171-73, 204-213; Dodge, Inventing Iraq, Introduction, Ch.. 3, 1-2, 4- 5.

Week 12.

4/4. Egypt and Iraq - contrasts as states and as British imperial subjects.

4/6. The Question of Islam and Modernization: Turkey: 1920–1945.

Readings: Dodge, review; Cleveland, pp. 175–185; Esposito, pp. 125-134, 142-157.

Week 13.

4/11. Film: “Ataturk.”

4/13. Iran to 1940. Comparisons to Turkey and to Saudi Arabia

Readings: Cleveland, pp. 185-192, 231-34; Esposito, pp. 118-19, 192-95.

Week 14.

4/18. Palestine, Zionism, and creation of Israel, 1920–1948.

4/20. The Cold War and the Arab-Israeli Conflict 1948–1967 - the 1967 War.

Readings: Cleveland, Ch. 13, Ch. 17.

Week 15.

4/25. Iran to the Islamic Revolution.

4/27. The Islamic Revolution in Iran and its Significance: the first Gulf War.

Readings: Cleveland, pp. 273-277, 288-300, 415-20, Ch. 20; Esposito, pp. 179-86.

Week 16.

5/2. Iraq and the Middle East Today - Imagination vs. Reality.

Readings: Cleveland, pp. 541–48; Esposito, pp. 253-63.

**Book Reports due**

***FINAL EXAM - TUESDAY, MAY 9^TH - 11:00-1:00

http://fpnew.ccit.arizona.edu/neareast/Syllabi/277B_061.doc

The Center for Latin American Studies
http://las.arizona.edu/about_clas/about_clas.html

“Latin American Studies at the University of Arizona hosts an outstanding faculty with particular strengths in Mexico, Brazil, Environmental Studies, Border Studies, Indigenous Studies, and Women’s Studies.

The program is administered within the College of Social and Behavioral Sciences by the Center for Latin American Studies, which coordinates a broad range of instructional, research and outreach activities relating to Latin America.

Slide presentation on an overview of the Center and its resources (developed by Raúl Saba for Fall 2000 outreach workshops)

The program’s excellence has been recognized (in collaboration with its counterpart at Arizona State University) by the repetition of a three-year instructional and outreach grant under the U.S. Dept. of Education Title VI Foreign Language and Area Studies Program, maintaining its competitive status in relation to the nation’s top Latin American Studies programs. The new Arizona Consortium on Latin American Studies (ACLAS), joins the Center for Latin American Studies at the University of Arizona with the Center for Latin American Studies at Arizona State University in joint efforts to expand curriculum offerings and research programs and to provide outreach to the schools, businesses and public in the region.

With over 100 affiliated faculty and more than 120 courses, the program offers BA and MA degrees, a PhD minor, and joint BA/MA programs with Business and Law. MA graduates have found a wide range of employment in government, business, and non-profit organizations; and pursued PhDs in prestigious programs at Tulane University, University of Minnesota, University of Michigan, Rutgers University, and the University of Arizona. The BA and MA degrees offer students flexibility through a multi-disciplinary focus, feature award-winning faculty, and are anchored within a strong and personable advising framework.

The University of Arizona is located in Tucson, Arizona in the heart of the Sonoran Desert, only 65 miles from the Mexican border. The Tucson region reflects strong cultural and economic ties to Latin America, especially Mexico, with many Spanish speaking residents and a range of arts, business and non-governmental organizations oriented to Latin America.

The University of Arizona is a major research university that has a strong commitment to excellence in undergraduate education and to serving the local community. While the Latin American Studies faculty and courses are based throughout the university, the core staff and outreach center are housed in the new Marshall Building, conveniently located across Park Avenue from the main campus and near the University restaurant and shopping district.

Visitor parking is available at several nearby parking garages. Please see our Center map for parking facilities near the Marshall Building.”

Syllabus for the Seminar Course: Current Struggles for Human Rights and Social Justice in Latin America

ANTH 395B LA S 495A

CURRENT STRUGGLES FOR HUMAN RIGHTS

AND SOCIAL JUSTICE IN LATIN AMERICA

a special topics seminar in Anthropology

& Latin American Studies

University of Arizona South, Fall 2006

Tuesdays 3:00 - 5:30 p.m. Room B153 (ITV)

Dr. Bill Alexander, Asst. Prof., Program Coordinator Anthropology & Latin American Studies

Office hours: Tues. 1:00 – 3:00 wla@u.arizona.edu http://www.u.arizona.edu/~wla

or by appointment in A107 458-8278 ext. 2118

In recent years societies throughout Latin America emerged from authoritarian rule, civil war, and state violence. While the region is now largely marked by political stability and peace, new social movements have arisen seeking equity and justice in the current era as well as long-delayed justice for the victims of previous regimes. Some themes and contemporary struggles we’ll cover include:

- indigenous rights & autonomy - grassroots participation

- social memory of state violence - workers’ rights & labor relations

- gender issues & women’s rights - environmental justice

- impact of globalization & “free trade” - agrarian rebellion

- poverty, education & public health - counter-movements against state power

- social costs of economic restructuring - resistance through expressive culture & the arts

The class will focus on events in Mexico, Guatemala, Brazil, Argentina & Chile by reading recent studies written by social scientists working there. I will draw extensively on my ethnographic fieldwork in post-dictatorship Chile during that country’s on-going “transition to democracy.”

Grading & Requirements:

5 Response Papers 25% 2 Book Reviews (9/5 & 10/24) 30%

Final Essay (12/12) 30% Attendance & Participation 15%

You are required to turn in five Response Papers during the semester. These are 5-page (not hand written) communications covering the Course Reserve readings (not the two assigned books) for that week. In the first half of the paper you will briefly summarize the main concepts, themes, and issues. In the second half of the paper take the opportunity to emphasize what you personally found interesting, your observations on the subject matter, related issues that come to mind, or your gripes and disagreements with the positions of the authors. Be prepared to discuss your response with the class, as this will count toward your participation grade. In order to receive credit, you must (1) cover every Course Reserve reading for that week and (2) turn it in during the class that we discuss them. The weeks you choose are up to you, but don’t put them off as no late papers will be accepted.

Instructions for the Book Review for Basta! Land and the Zapatista Rebellion are on the last page of this syllabus. Instructions for Buried Secrets will be passed out on October 10^th.

The final will be a take-home and you’ll have two weeks to complete it. The essay will consist of one question selected by you from a choice of several. Topics will cover a range of material from the entire semester.

Since this is an ITV course and I will be visiting both the Sierra Vista and Douglas campuses, reviews and response papers will be sent to me as email attachments by 3:00 p.m. on the day that they are due. My email address is: wla@u.arizona.edu No extra credit. No late papers accepted. (Bring a copy for yourself to class.)

Plagiarism of any kind on any assignment will not be tolerated and will result in a failing grade for the course. Provide citations for everything. Credit directly quoted and paraphrased words of others as well as sources of information. This includes internet sources as well.

Attendance and participation are mandatory and make up 15% of your grade. I reserve the right to drop any student with chronic absenteeism. Arrive on time and don’t leave early. You will not be given attendance credit for tardies or early departures. It’s very important for you to complete each week's assigned reading so that we can discuss it during class. Many classes will be divided into two parts: a lecture on that week's topic and a group discussion in which we talk about the readings. If you miss class it’s in your best interest to get notes from a fellow student and/or see me to discuss what you missed. Lectures will clarify the texts, but you will have difficulty if you haven’t kept up with the reading. Taking good notes is also necessary as I will often present material not in the readings. There will be no extra-credit, no curve, and no late papers. I encourage you to visit me during office hours whenever you feel the need. If you can’t come during office hours, we can set an appointment.

Required Readings:

(1) George A. Collier and Elizabeth Lowery Quaratiello

2005 Basta!: Land and the Zapatista Rebellion in Chiapas, 3^rd. edition. Oakland CA: Food First Books.

(2) Victoria Sanford

2003 Buried Secrets: Truth and Human Rights in Guatemala. New York: Palgrave Macmillan.

(3) Course Reserves readings:

Go to the library home page à http://www.library.arizona.edu/

à Under SERVICES on the right click on Course Reserves

à Click on Search Course Reserves Pages

à Click on Course Reserves Pages by Instructor

à Find “Alexander” on the instructor drop down menu and click view

à Click on LA S495A

à In the page password box enter: Americas & click the accept button. A list of each reading in Adobe Acrobat (PDF) will appear.

Course Schedule:

8/22 Introduction to the course

AGRARIAN REBELLION AND LAND MOVEMENTS IN MEXICO & BRAZIL

8/29 Basta!: Land and the Zapatista Rebellion in Chiapas pp. 1 – 106

9/5 Basta! Land and the Zapatista Rebellion in Chiapas pp. 107 - 216

Book review paper due in class

9/12 Course Reserves: Angus Wright and Wendy Wolford “Fulfilling a Promise: The Beginnings of the Landless Movement in Rio Grande Do Sul” pp. 1–99 in To Inherit the Earth: The Landless Movement and the Struggle for a New Brazil (2003), Oakland: Food First Books

9/19 Course Reserves: Sue Branford and Jan Rocha pp. 171-184 “The Globalization of Brazilian Agriculture” and pp. 211-239 “The Green Option” in Cutting the Wire: The Story of the Landless Movement in Brazil (2002), London: Latin American Bureau.; Angus Wright and Wendy Wolford “Postcript: The Lula Government” pp. 335-339 in To Inherit the Earth: The Landless Movement and the Struggle for a New Brazil (2003), Oakland: Food First Books. Warwick E. Murray and Eduardo Silva pp. 117-138 “The Political Economy of Sustainable Development” in Latin America Transformed: Globalization and Modernity, 2^nd. ed. , Gwynne & Kay, eds. London: Arnold Publishers.

GENDER ISSUES & WOMEN’S MOVEMENTS FROM FIELDS TO FACTORIES

9/26 Course Reserves: Deborah Brandt “Fruits of Injustice: Women in the Post-NAFTA Food System” pp. 37-51 in Mexico in Transition: Neoliberal Globalism, the State and Civil Society (2004), Otero ed., London: Zed Books; Heidi Tinsman “More Than Victims: Women Agricultural Workers and Social Change in Rural Chile” pp. 261-297 in Victims of the Chilean Miracle (2004), Winn ed., Durham: Duke University Press; Jacquelyn Chase “Privatization and Private Lives: Gender, Reproduction, and Neoliberal Reforms in a Brazilian Company Town” pp. 119- 140 in The Spaces of Neoliberalism, Chase ed., (2002), Bloomfield: Kumarian Press; Ligia T. L. Simonian “Political Organization among Indigenous Women of the Brazilian State of Roraima: Constraints and Prospects” pp. 285 – 303 in Social Movements: An Anthropological Reader (2005), Nash ed., Malden MA: Blackwell Publishing;

GRASSROOTS MOVEMENTS AGAINST GLOBALIZATION IN MEXICO

10/3 Course Reserves: John Stolle-McAllister “Tepoztlán’s ‘No al Golf’ ” pp. 39-88 in Mexican Social Movements and the Transition to Democracy (2005) Jefferson NC: McFarland & Co.; Molly Doane “The Resilience of Nationalism in a Global Era: Megaprojects in Mexico’s South” pp. 187-202 in Social Movements: An Anthropological Reader (2005), Nash ed., Malden MA: Blackwell Publishing.

GUATEMALA: THE LONG STRUGGLE FOR HUMAN RIGHTS

10/10 Course Reserves: June Nash “Defying Deterritorialization: Autonomy Movements against Globalization” pp. 177-186 in Social Movements: An Anthropological Reader (2005), Nash ed., Malden MA: Blackwell Publishing; John A. Booth, Christine J. Wade, & Thomas W. Walker “Guatemala” 115-131 in Understanding Central America: Global Forces, Rebellion, and Change, 4^th ed. 2006 ) Boulder CO: Westview Press; Kay B. Warren “Pan-Maya Activism in Guatemala” pp. 169-184 in Contemporary Indigenous Movements in Latin America (2003), Languer & Muñoz eds., Wilmington DE: Scholarly Resources.

10/17 Buried Secrets: Truth and Human Rights in Guatemala pp. 1 - 146

10/24 Buried Secrets: Truth and Human Rights in Guatemala pp. 147-271

Book Review paper due in class

INDIGENOUS ORGANIZATION AND ACTIVISM IN SOUTH AMERICA

10/30 Course Reserves: Emilienne Ireland “Neither Warriors nor Victims: The Wauja Peacefully Organize to Defend Their Land” pp. 3-15, Mario Sznaider “Ethnodevelopment and Democratic Consolidation in Chile: The Mapuche Question” pp. 17-34 , Silvia Maria Hirsch “The Emergence of Political Organizations Among The Guarani Indians of Bolivia and Argentina” pp. 81-101 and R. Marhikewun “Indigenous Leaders Speak Out” pp. 211-216 in Contemporary Indigenous Movements in Latin America (2003), Languer & Muñoz eds., Wilmington DE: Scholarly Resources.

THE “DIRTY WAR” IN ARGENTINA: POPULAR STRUGGLES AGAINST STATE VIOLENCE

11/7 Course Reserves: Antonius Robben excerpts from Political Violence and Trauma in Argentina (2005), Philadelphia PA: University of Pennsylvania Press; Marcelo M. Suarez-Orozco “The Treatment of Children in the ‘Dirty War’: Ideology, State Terrorism, and the Abuse of Children in Argentina” pp. 378-388 in Violence in War and Peace: An Anthology (2004), Scheper Hughes & Bourgeoisie, eds. Malden MA: Blackwell Press. Temma Kaplan “Memory through Mobilization” pp. 128-151 in Taking Back the Streets: Women, Youth, and Direct Democracy (2003) Berkeley CA: University of California Press.

CHILE: MEMORY, JUSTICE, & EQUITY, & IN AN EMERGING DEMOCRACY

11/14 Course Reserves: Salvador Allende “First Message to the Congress by President Allende (May 1971)” pp. 168-201 in The Chilean Revolution: Conversations with Allende by Régis Debray (1971), New York: Vintage Books; Brian Loveman “Dictatorship” pp. 261 – 307 in Chile: The Legacy of Hispanic Capitalism, 3^rd. edition (2001), New York: Oxford University Press; Peter Winn “The Pinochet Era” (Part One) pp. 14-44 in Victims of the Chilean Miracle (2004), Winn ed., Durham: Duke University Press. Cathy Lisa Schneider “Protests in the Poblaciones” pp. 153-189 in Shantytown Protest in Pinochet’s Chile (1995) Philadelphia: Temple University Press.

11/28 Course Reserves: Peter Winn “The Pinochet Era” (Part Two) pp. 44-70 in Victims of the Chilean Miracle (2004), Winn ed., Durham: Duke University Press; Marny Requa “The Bitter Transition: 1990-1998” pp. 77-94 in The Pinochet Affair: State Terrorism and Global Justice by Roger Burbach (2003), London: Zed Books; Louis N. Bickford “Preserving Memory: The Past and the Human Rights Movement in Chile” pp. 9-29 in Democracy and Human Rights in Latin America (2002), Hillman, Peeler, & Cardoza eds., Westport: Praeger; Roger Burbach “Five Hundred Days in the British Docket” pp. 107-122 in The Pinochet Affair: State Terrorism and Global Justice (2003), London: Zed Books. **essay instructions handed out**

12/5 Course Reserves: William L. Alexander "Organization and Advocacy in Rural Chile: Peasant-Worker Consciousness in the Transition to Democracy" Anthropology of Work Review 23(3-4): 25-30 (2002); "Clandestine Artisans or Integrated Producers?: Standardization of Rural Livelihood in the Norte Chico, Chile" Culture & Agriculture 26(1-2): 38-51 (2004); "Cowboys and Indians and Comuneros: Policy-Positioned Ascriptions of Ethnicity, Identity, and History in Chile" Social Identities: Journal for the Study of Race, Nation, and Culture 12(2): 139-165 (2006).

*** Final essay due Tuesday December 12^th at 5:30 p.m.***

Class will not meet. Send to me as an email attachment in Microsoft Word format.

ANTH 395B / LA S495A First Book Review Essay Instructions

Due: September 5, 2006 6 – 7 pages, double-spaced, standard font

15 points

George A. Collier and Elizabeth Lowery Quaratiello

2005 Basta!: Land and the Zapatista Rebellion in Chiapas, 3^rd. edition. Oakland CA: Food First Books.

In the first paragraph of the Foreword, Peter Rosset writes:

“The Zapatista rebellion that began on January 1, 1994, was an event laden with significance for Mexico and for the world. Thus this extraordinary book can be read on various levels. First and foremost, it is a clear and informative history of the uprising and its relationship to that most important of commodities in rural areas: land. It shows why indigenous people and peasants in the Mexican state of Chiapas chose to take up arms. Yet it also takes a remarkable step toward a more nuanced understanding of the indigenous and peasant communities than we have had before. It helps us understand how and why the Zapatista Army of National Liberation – the EZLN – is different from previous armed struggles in Mesoamerica and elsewhere. Finally, and perhaps most importantly, it is a poignant case study of how neoliberal economic restructuring reaches into the very heart of communities, enriching the few while impoverishing the many: ultimately turning neighbor and neighbor and leading inexorably toward violent confrontation. (p. vii) ”

Discuss the material presented on the three ”levels” to which Rosset is referring: Why did the people take up arms in Chiapas? How and why is this struggle unique? What are the effects of neoliberal economic policies in these communities and why do Collier and Quaratiello feel that violent confrontation was inevitable? Finally, discuss what events and information you personally found most eye-opening, interesting, or surprising.

Be specific. Cite page numbers when referring to particular points. Refer to information and ideas from throughout the entire book. Don’t rely too heavily on any single part of the book.

Be prepared to share your thoughts on the book with the rest of us in class, as we will be spending much of our class time discussing your reviews.

Send to me as an email attached in MS Word by 3:00 p.m. on Sept. 5^th. Remember to bring your own printed copy to class.

http://www.u.arizona.edu/~wla/495AFall06syllabus.doc

Syllabus for the Course: Issues in Latin American Society and Popular Culture

TRAD 104: Traditions and Cultures

Issues in Latin American Society and Popular Culture

Department of Spanish and Portuguese

Fall 2003

Professor: Dr. Melissa A. Fitch (mafitch@u.arizona.edu)

TeachingAsst.: Susan Divine (susand@u.arizona.edu)

Office: Fitch: Modern Languages 545

Divine: Modern Languages 534

Office Hours: Fitch:MW 11-12, 1-5 TH 9-12

Divine: 621-5521

Call 621-3123 to make an appointment with Dr.

Fitch

Phone: 626-7647

Class Lectures: Melissa Fitch ... Mondays and Wednesdays 10:00 -

10:50 ILC 130

Breakout

Sessions: Susan Divine, Fridays, 4 Sections

25 9:00 – 9:50 ML 214

26 10:00 – 10:50 BIO WEST 210

27 11:00 – 11:50 ML 506

28 1:00 – 1:50 ML 504

The course is focused on the intersections of gender, race and class in

the context of Latin American popular cultural production. The

colloquium incorporates a number of different disciplines, including

film, fiction, dance, music and art. It also involves a number of live

cultural events related to the Spanish and Portuguese speaking world

that the student will be expected to attend. These events will be at UA

or in Tucson (or Phoenix) during the fall semester, 2003.

Popular culture may be said to encompass any cultural form that

impinges on a daily basis on the lives of individuals, including, but not

limited to newspapers, radio, television, music, sports matches, certain

forms of fiction, theater and film, and advertisements. These particular

elements tend to tap into collective concerns of any "imagined

community" that is, in fact, a nation. Popular culture will generally

reflect common interests -- it informs and at the same time is informed

by collective consciousness.

The student will develop an awareness of the social and historical

contexts in which manifestations of popular culture have developed in

various regions of Latin America in the 20th century. There will be indepth

discussions relating to five of the most famous icons of Latin

America: Eva Perón, Carmen Miranda, Frida Kahlo, Che Guevara and

Selena. Weekly discussions will also highlight the development of tango

culture in Argentina; the representation of Brazil in cartoons and film;

Caribbean music of Cuba, Puerto Rico and the United States; border

culture and performance art in the southwestern United States and

Mexico. An important component of the course will be the examination

of how Latin America and Latin Americans are portrayed in the United

States and Europe -- what are the stereotypes and misperceptions?

Readings will focus on the analysis of popular representations of

history, gender, sexuality, racial and religious hybrid identities,

tradition, modernity, post modernity, social class, revolution, and

religion.

COURSE TEXT IS:

Romero, Mary and Michelle Habell-Pallán. Latino/a Popular Culture.

New York: NYU P, 2002.

COURSE READINGS INCLUDE SELECTIONS FROM:

Rowe, William and Vivian Schelling, eds. Memory and Modernity:

Popular Culture in Latin America. London and New York: Verso, 1991

Celeste Delgado and José Esteben Muñoz. Everynight Life: Culture and

Dance in Latin America. Durham and London: Duke UP, 1997.

Susana Chávez Silverman and Frances R. Aparicio, eds.

Tropicalizations: Transcultural Representations of Latinidad;

Marjorie Agosin, Scraps of Life; Trenton, NJ: Red Sea Press, 1989.

Marta E. Savigliano, Tango and the Political Economy of Passion;

David Foster, Gender and Society in Contemporary Brazilian Cinema;

Oscar Hijuelos, The Mambo Kings Play Songs of Love

Guillermo Gómez Peña, The New World Border San Francisco: City

Lights, 1996.

Arthur Murray: How to Become a Good Dancer. New York: Simon and

Schuster, 1954.

FILMS/TELEVISION/DOCUMENTARIES VIEWED IN CLASS

Bananas is My Business; Evita; Black Orpheus; Orfeu; Tango: No me

dejes nunca; Tangos: The Exile of Gardel; Scent of a Woman; The

Three Caballeros (Disney Cartoon) Bugs Bunny; The Buena Vista

Social Club; Frida; The Mambo Kings [movie]; I Love Lucy; Frasier;

The Flintstones; The Temple of Confessions; True Lies; Selena; Moulin

Rouge; Dance with Me; Waking Life

CULTURAL EVENTS CONNECTED TO COURSE CONTENT FALL 2003

September 17-28 Borderlands Theater presents. Electricidad [An

American Tragedy] by Luis Alfaro. Pima Community College Center

for the Arts. 7:30 pm.Reservations 882-7406. Winner of the Kennedy

Center Fund for New Plays Award. Love, grief, murder and revenge.

Sophocles Greek play Electra is filtered through a Chicano lens in this

heartbreaking and humorous family sage. A mother and daugher square

off against each other at all costs in a Tucson barrio and change the

course of their family and community forever. $10 for students with ID.

Tickets may be bought at Antigone bookstore on 4th Avenue.

REQUIRED EVENT FOR TRAD 104 STUDENTS

September 19 to October 3. The West Hollywood Affair by Guillermo

Reyes. Teatro Bravo in Phoenix Tel: 602-258-1800 OPTIONAL

EVENT teatrobravo@netscape.net

October 25 Scottsdale Center for the Arts. 480-994-2787 Culture

Clash.8:00pm Culture Clash in America. A unique blend of defiant

humor and astutely observed social satire have made this award winning

trio a favorite of audiences across the country. Culture Clash in America

is a superbly touching mosaic of life in America. The wildly funny and

emotionally stirring characters are based on interviews with people

across the United States, and they leave you with an unforgettable

portrait of life in our country and what it means to be an American.

OPTIONAL EVENT

Friday October 31 and Saturday November 1 8:00 pm Pima Community

College. 520-621-3341 Astrid Hadad The irreverent

Lebanese/Mexican singer and performance artist. "She makes Salvador

Dali look like Norman Rockwell. It's pure pleasure whipped up fresh

and served up straight." -- The New York Times Call 520-621-3341 for

all available prices. Event A star of Mexico City's hip cabaret scene,

Astrid Hadad blends outrageous costumes, song, dance and political

commentary with originality and flair. Creating a unique style of Latin

kitsch performance art, Hadad puts on a show touched with theatricality,

feminism, humor and camp. http://www.astridhadad.com/ REQUIRED

EVENT FOR TRAD 104 STUDENTS

FILMS: ASSASSINATION TANGO. United Artists. Robert Duvall.

Choreography by Miguel Angel Zotto. An assassin is sent to Buenos

Aires to kill a general and becomes immersed in tango culture. Duvall is

an exceptional tango dancer and speaks Spanish perfectly—this is his

much anticipated tribute to Argentina. Currently playing at the

Catalina on Grant/Campbell.

Class discussions and presentations will highlight critical thinking skills

by having students develop an interpretation of the ideological

significance of a given society's cultural production, with a special

emphasis on the interests that underlie various models and projects of

cultural interpretation. Race, gender and class are fore grounded in all

class discussions and readings.

In addition to a careful reading of texts, students will prepare seven onepage

typed, critical papers of 250 words every one to two weeks about a

given topic treated. Critical papers should be kept by students in a

course portfolio that will serve to illustrate the development of writing

skills as well as intellectual development. All papers must be clearly

written, carefully edited, and must include a thesis that is logically

developed. Papers will only be accepted typed, nothing handwritten

will be accepted at any time. At least once during the course of the

semester each student will be required to lead the class discussion as

part of a group in his/her breakout session. Presentations must include

an outline for other class members of stimulating discussion points.

They should include an analysis of the works read, questions for other

class members about the readings to be discussed, and a presentation

that includes at least 2 - 3 supplementary materials used to complement

the topic treated.

This course will have a website which will include the course syllabus,

relevant websites to the topics discussed, selected student papers about

the themes discussed in the class and current information about cultural

activities related to the Spanish and Portuguese speaking world that are

happening in Tucson and Phoenix during the semester in which the

course is taught.

One critical paper during the course of the semester may be a review of

a website that connects to the course material of that week. Students

will be required to find the website and write a critical evaluation of its

usefulness for a greater understanding of the given topic.

There will be mid-term and final examinations. Exams will be

comprised of short identification and longer essay-type questions that

will require an elaboration and comparative analysis of two or more of

the subtopics discussed in class. Questions for the examinations will

be provided by students.

Students will be required to write a ten-page research paper on their

own area of interest related to the course. A thesis statement on the

research topic will be due on the 7th week of class and will be returned

during the 8th week. On the 13th week of class the first draft of the

research paper will be due and be peer edited by other students in class

as well as by the professor. The final version of the paper will be due in

the 16th week of class. It will be expected that all research papers

include a clearly written and carefully defended thesis, information

about prior studies done on the topic treated, and the significance of the

research conducted.

This course will meet as a whole twice a week and in smaller discussion

groups once a week. Various strategies will be used to make the lecture

component as interactive as possible. For example, students will work in

groups (formed in the discussion sessions) to present a project to the

class related to one of the themes discussed. Each section will select one

group to present their topic to the larger course section in a class forum

to be held over two days during the last week of class. The material

must be covered in a thought-provoking manner.

During Monday and Wednesday class lectures, numerous activities will

be used to foster student engagement with the material. These learner

centered activities include cooperative learning techniques such as The

Interactive Lecture, in which every fifteen minutes during a lecture

students will work in pairs to answer a question formulated by the

instructor and report back to the class. Cooperative learning activities to

be used during Friday’s breakout sessions include Share, Listen, Create;

Numbered Head Together; Write, Pair, Share and Round Robin.

Students will be able to provide assessment on lecture and/or breakout

sessions through the use of spontaneous feedback forms at the end of

class sessions such as “The Muddiest Point” and as well through email

correspondence with the professor and teaching associate.

Students will also be expected to attend cultural events related to the

Spanish and Portuguese speaking world during the course of the

semester. They will be provided at the beginning of the course with a

detailed list of all events in the area that will be taking place and they

will be encouraged to attend in groups and/or with the professor. They

will be expected to make connections between class readings and

discussion and the cultural event that they elect to attend and manifest

this in their critical paper.

Honors students enrolled will have the opportunity to meet at least once

every three weeks with the faculty member and graduate teaching

associate to discuss supplemental readings and to attend cultural events.

Grade Breakdown:

25% Midterm Examinations

26% Final Examination

14% Biweekly critical papers ( 7 @

2%)

10% Class presentation

25% Research Paper

100%

A 90% and above

B 80 - 89%

C 70 - 79%

D 60 - 69%

F Below 60%

No papers will be accepted late at any time [they may be faxed to 520-

621-6104 or emailed on the due date if the student is unable to be in

class]. No exams may be taken after the date listed on the syllabus. Each

absence beyond 3 will result in the loss of 2.5% of the overall course

grade. Arriving late three times or leaving early three time (or any

combination of late arrival and early departures in lectures and in

breakouts) is considered the equivalent of one absence.

Lack of participation due to absences will result in the loss of one-half of

the course grade for each absence beyond three. Arriving late or leaving

early three times will constitute one absence.

Integrity is expected of every student in all academic work. The

principle of academic integrity is that a student's submitted work be the

student's own.

Students engaging in academic dishonesty diminish their education and

bring discredit to the academic community. Students shall not violate

the Code of Academic Integrity and shall avoid situations likely to

compromise academic integrity. Students shall observe the codes

whether or not faculty members establish special rules for academic

integrity for particular classes. Failure of faculty to prevent cheating

does not excuse students from compliance with the Code.

Faculty members shall foster the expectation of academic integrity and

are responsible for notifying students of special rules of academic

integrity established for a particular class (e.g., collaboration on

homework, appropriate use of sources, use of the same paper in more

than one class, etc.) and making every reasonable effort to avoid

situations conducive to infractions of the Code.

Conduct prohibited by the Code consists of all forms of academic

dishonesty, including, but not limited to: cheating, fabrication,

facilitating academic dishonesty, and plagiarism as set out and defined

in the Code of Conduct; modifying any academic work for the purpose

of obtaining additional credit after such work has been submitted to the

supervising faculty member except when the supervising faculty

member has approved such alterations; failure to observe rules of

academic integrity established by faculty member for a particular

course; and attempting to commit an act prohibited by this Code. Any

attempt to commit an act prohibited by these rules shall be subject to

sanctions to the same extent as completed acts.

Students found guilty of violating the Code are subject to any one or a

combination of the following sanctions: loss of credit for the work

involved; reduction in grade; failing grade assigned in the course,

written warning, probation, suspension, expulsion or other sanctions

imposed by the University Hearing Board. For more complete

information on procedures, see the Code of Academic Integrity dated

April, 1997. Copies are available in the Dean of Students Office.

TRAD 104

ISSUES IN LATIN AMERICAN SOCIETY AND POPULAR CULTURE

COURSE PLAN

Disclaimer: This outline will be modified as needed throughout the semester.

Week One August 25-27-29

I.INTRODUCTION TO THE COURSE

Diagnostic Test/Uncommon commonalities

Syllabus and Syllabus Receipt/Student Information Sheet /Theoretical foundations for

understanding popular culture [Folk cultures versus mass media, High culture versus

Popular Culture]

Week Two September 3, 5

SEPTEMBER 1: LABOR DAY—NO CLASS

II . BRAZIL: THE FOUNDING MOTHER OF LATIN AMERICAN FEMININE

ICONS-- CARMEN MIRANDA

Video: Cartoon: The Three Caballeros (Disney) Bananas is my Business

Clips: I Love Lucy, Daffy Duck

Magical Reels (handout)

William Rowe and Vivian Schelling, Memory and Modernity: Popular Culture in Latin

America. “The Faces of Popular Culture II Urban Contexts” 97-137.

Readings: Foster “Bananas is my Business” Gender and Society in Contemporary

Brazilian Cinema 103-14.

Lecture: “Meditations on Carmen, Kitsch, Camp and the Qwest for Coordinated

Dinnerware”. Latin American Studies Convention, Dallas, March 26-29, 2003.

Week Three September 8-10-12

III CARMEN MIRANDA CONTINUED and BRAZIL IN POPULAR

IMAGINATION: CARNIVAL AND RACE

Readings: “Carnival and Black Identity” 128-38. In Memory and Modernity.

Film Clips: Orfeu Negro (France-Brazil 1958) / Black Orpheus (Brazil 1999)

FIRST CRITICAL PAPER DUE

Week Four September 15-17-19

IV. CHILEAN ARPILLERAS AND CHILEAN-AMERICAN ACTIVISM

Readings: “Patchwork, Machismo and New Social Movements” in Memory and

Modernity 185-188. Video Clip: Documentary: In Women’s Hands

Guillermo Reyes “Men on Verge of a Hispanic Breakdown.” In Staging Gay Lives.

Readings: Two published essays by Professor Melissa Fitch: “Gender Bending in Latino

Theater: Johnny Diego, the Hispanic Zone and Deporting the Divas by Guillermo

Reyes in Latino/a Popular Culture 162-73 in the course textbook Latino/a

Popular Culture. and “Buenos Aires on the Border: Sirena, Queen of Tango and

Deporting the Divas”. Ollantay Theater Magazine. 9.18. (2001) Special Issue on

Performing Women. Guest Editor. María Teresa Marrero. 70-83.

September 19 to October 3. The West Hollywood Affair by Guillermo Reyes. Teatro

Bravo in Phoenix Tel: 602-258-1800 teatrobravo@netscape.net

SECOND PAPER DUE

FIRST REQUIRED THEATER EVENT:

September 17-28 Borderlands Theater presents: Electricidad [An American Tragedy] by

Luis Alfaro. Pima Community College Center for the Arts. 7:30 pm.Reservations 882-

7406. Winner of the Kennedy Center Fund for New Plays Award. Love, grief, murder

and revenge. Sophocles Greek play Electra is filtered through a Chicano lens in this

heartbreaking and humorous family sage. A mother and daugher square off against each

other at all costs in a Tucson barrio and change the course of their family and community

forever. $10 for students with ID. Tickets may be bought at Antigone bookstore on 4th

Avenue.

Week Five September 22-24-26

V. ARGENTINA AND THE POPULAR IMAGERY OF TANGO

Readings: Foster, Fitch, and Lockhart: Culture and Customs of Argentina

Savigliano, Marta. Tango and the Political Economy of Passion. Delgado and Muñoz,

eds. Every night Life: Culture and Dance in Latin/o America.Jorge Salessi”Medics,

Crooks and Tango Queens: The National Appropriation of a Gay Tango” 141-74.

“The Masses do not Think, They Feel” in Memory and Modernity, 169-72

Lectures by Professor Fitch: “The Last Tango(s) in Paris” and “The Mass-Marketing of

Passion: Tango and Popular Culture in the United States”

Films: Clips from Tango: No me dejes nunca; Scent of a Woman; The Exile of Gardel;

Frasier; Moulin Rouge; Waking Life

Documentaries: Tango: La obsesión; Tango Magic and Perfumes de Tango

In class tango demonstration with John Dahlstrand and Melissa Fitch

Week Six September 29-October 1

VI. ARGENTINA II: THE MYTHS AND IMAGES OF EVA PERON

Readings: Vogue magazine fashion spread with Madonna, 1996.

Films: Clips from Evita/ Clips from Argentine documentaries on Eva Peron/Clips from

the Argentine filmic version of her life.

Susan will provide you with questions on Wednesday for the discussion on Friday.

THIRD PAPER DUE

Week Seven October 6-8-10

VII ARGENTINA-CARRIBEAN: THE MYTHIFICATION [AND

IDEALIZATION] OF CHE GUEVARA Readings: Culture Clash “A Bowl of Beings”

[on Electronic Reserve] Documentary: Che Guevara Film Clips: Evita, A Bowl of

Beings

[October 25 at the Scottsdale Center for the Arts. Culture Clash.8:00pm “Culture Clash in

America.” A unique blend of defiant humor and astutely observed social satire have made

this award winning trio a favorite of audiences across the country is a superbly touching

mosaic of life in America. The wildly funny and emotionally stirring characters are based

on interviews with people across the United States, and they leave you with an

unforgettable portrait of life in our country and what it means to be an American.]

Week Eight October 13-15-17

VIII. UNDERSTANDING POPULAR CULTURE: MEXICO and the THE MASS

MARKETING OF FRIDA KAHLO

Readings: Selections from Frida: The Biography of Frida Kahlo by Hayden Herrera and

“A Decidedly ’Mexican’ and “American’ Semi[er]otic Transference: Frida Kahlo in the

Eyes of Gilbert Hernández” 190-207 in Course Textbook.

FOURTH PAPER DUE

Week Nine October 20-22-24

IX U.S/MEXICO. THE ENDURING OBSSESSION WITH SELENA

Readings: Ilan Stavans: “Santa Selena” 176-81; Deborah Vargas “Bidi Bidi Bom, Som:

Selena and the Making of Tejano Music in Tejas” 117-126 (in Latino/a Popular Culture)

FILM: Selena

October 22 Thesis statement for research paper due/Review for midterm

October 24 Midterm examination. Thesis statements returned

Week Ten October 27-29-31

X. RADICAL MEXICAN FEMINIST PERFORMANCE ARTISTS JESUSA

RODRIGUEZ AND ASTRID HADAD

Readings: TBA

SECOND REQUIRED EVENT:

Friday OCTOBER 31/Saturday November 1 8:00 pm Pima Community College. Astrid

Hadad The irreverent Lebanese/Mexican singer and performance artist. "She makes

Salvador Dali look like Norman Rockwell. It's pure pleasure whipped up fresh and served

up straight." -- The New York Times Call 520-621-3341 for all available prices.

Week Eleven November 3-5-7

XI. THE FANTASY OF CUBA: The Buena Vista Social Club

Reading: Tanya Katerí Hernández “The Buena Vista Social Club and the Racial Politics

of Nostalgia” in Latino/a Popular Culture 61-72.

FIFTH PAPER DUE

Week Twelve November 10, 12, 14

NO CLASSES NOVEMBER 10

XII. POPULAR MUSICAL GENRES FROM THE CARRIBEAN I

Clips: West Side Story, I Love Lucy; Dance with Me : Salsa: The Motion Picture

Readings: Delgado and Muñoz, eds. Every night Life: Culture and Dance in Latin/o

America.”I Came, I saw, I Conga’d: Contexts for Cuban-American Culture” by Gustavo

Pérez Firmat 239-254. “Hip Poetics” 93-140.

Susan will provide you with questions on Wednesday for the discussion on Friday.

SIXTH CRITICAL PAPER DUE (20 points)

Week Thirteen November 17,19, 21

XIII. POPULAR MUSICAL GENRES FROM THE CARRIBEAN II

Readings: The Mambo Kings Play Songs of Love [selection in course packet]

Film: The Mambo Kings

Peer editing of rough draft of term paper.

Susan will provide you with questions on Wednesday for the discussion on Friday. No

paper due.

Week Fourteen November 24-26

XIV. POPULAR MUSICAL GENRES FROM THE CARRIBEAN III

Film: The Routes of Rhythm/

Readings: Delgado and Muñoz, eds. Every night Life: Culture and Dance in Latin/o

America “Salsa as Translocation”; 175-188; “ “Encrujijadas: Rubén Blades at the

Transnational Crossroads” 85-101 (in course textbook)

SEVENTH (AND FINAL) CRITICAL PAPER DUE (20 points)

NO CLASS NOVEMBER 28 DUE TO THANKSGIVING

Week Fifteen December 1-3-5

XV. COMING HOME: BORDER CULTURE AND PERFORMANCE ART I:

GUILLERMO GOMEZ PEÑA AND COCO FUSCO “THE COUPLE IN THE

CAGE” AND “TEMPLE OF THE CONFESSIONS”

Readings: “Performing Multiple Identities: Guillermo Gómez-Peña and his Dangerous

Border Crossings” 208-224 (in course textbook)

Susana Chávez Silverman and Frances R. Aparicio, eds. Tropicalizations: Transcultural

Representations of Latinidad; Guillermo Gómez-Peña, The New World Border

Video Clip: Guillermo Gómez-Pena: Video Temple of the Confessions/Border Brujo

Week Sixteen December 8, 10

Review for Final Examination/ Course Presentations Forum: December 8

Last day of class: December 10 RESEARCH PAPERS DUE

FINAL EXAM IS

Friday December 19, 2003 11 a.m. - 1 p.m.

ABSOLUTELY NO FINAL EXAMS WILL BE GIVEN BEFORE OR AFTER THIS

DATE OR AT AN ALTERNATIVE TIME.

ONE OF THE CRITICAL PAPERS LISTED ABOVE MAY BE SUBSTITUTED BY A

ONE PAGE CRITICAL EVALUATION OF A WEBSITE RELATING TO ONE OF

THE COURSE TOPICS.

http://www.coh.arizona.edu/spanish/fitch/Tradsy03.pdf#search=%22%22Latin%20american%20studies%22%20%22syllabus%22%22

Syllabus for the Course: Chicana Gender Perspectives

Chicana Gender Perspectives

MAS 587 / Spring 2006

César E. Chávez Building Room 204a

Wednesday 5:30-8 p.m.

Professor: Andrea Romero, Ph.D.

Office: César E. Chávez Building Room 203A-1

Phone: 626-8137

E-mail: romeroa@u.arizona.edu

Office hours: Tuesday 10 a.m.-12 p.m. or by appointment

Course Description

This courses focuses on the study of intersections of ethnicity/race, class and gender as studied by Chicana feminists. An overview of the psychological study of gender is provided with a focus on theories of gender socialization, identity formation, and gender roles.

Required texts and readings:

(1) “Chicana Feminist Thought” ed. Alma Garcia

(2) “Living Chicana Theory” ed. Carla Trujillo

(3) Course Website: https://www.polis.arizona.edu/courseHomesite.do?semester=spring06&course=MAS_587-01

(articles will be posted under Polis Private Reserves on website, password=587). Main Polis homepage is at: www.polis.arizona.edu. Go to Spring 2006 and the Mexican American Studies Department to find the link for the MAS 587 class.

Goals and Objectives

The objective of this course is to become familiar with Chicana feminist perspectives and contemporary theories of gender. The goal of the course is for students to be able to apply Chicana Studies’ perspectives on intersections of ethnicity/race, class and gender to their own research interest area.

Course Requirements

All students are expected to come to class prepared for discussion. Students are expected to come into class prepared to discuss and critique weekly readings. All students will be expected to give a brief (2-3 minute) comment on the readings every week.

Annotated Bibliography

Students will submit an annotated bibliography of the course readings at the mid-term, due March 8^th by the end of class. Requirements: References & summaries of all course readings from February 1-March 8^th. Bibliography will be typed and spell checked. Academic formal voice should be used in the summaries. An annotated bibliography is a list of sources on a topic that offers a summary for each source. Each source will have the complete reference listed and a summary paragraph. The summary should include (1) 1-2 sentence description of the discipline of author, the historical context of the article, the purpose in writing the article, and the audience they are writing to (2) 2-3 sentence brief summary of themes of the article (3) one sentence on the limitations of the article’s method, theory, or conclusions (4) one sentence on why the source is valuable to your research topic and how you might use it as scholarly evidence. Please do not use quotes from the article in your annotated bibliography.

Group Presentation

In small groups, students will be expected to lead one class session on special applied topics with a focus on gender. Students will be responsible for providing 2-3 scholarly readings at least 1 week prior for classmates. Readings may be uploaded to the course website or provided in hardcopy. Students will be expected to provide at least a 20 minute introduction to the topic and to lead the class discussion through interactive activities for the rest of the class period. Student grades will be based on the following criteria: organization, preparation for introduction of topic, creativeness of interactive activities, and ability to keep discussion flowing.

Final Research Paper

The final research paper will be a 12-15 page formal academic paper on the analysis of gender and/or Chicana feminist perspectives as related to your thesis topic. Final research paper is due on Tuesday May 9^th, 2006 by 5:00 p.m. Late papers will be docked 25% of grade for every day late. The final paper is not only a literature review of gender and Chicana perspectives for your thesis topic, it will also include your critical analysis and integration of existing research. Students will need to present the scholarly review of research on their topic, which will include discussing scholarly published work beyond that of the course readings. Students should include a minimum of 8 additional scholarly references. It is expected that students will integrate theories, research and perspectives presented in class as represented by references to course readings. The final research paper will include a title page, 12-15 pages of text (double spaced 12 point font), and a reference list. The paper will be typed, spell-checked, and page numbers on each page. Students should follow the reference format consistent with their MAS concentration strand, referencing must be consistent throughout paper. A reference page must be included and references must be clearly and consistently cited throughout the paper.

Annotated Bibliography 25%

Student Led Discussion 25%

Final Research Paper 50%

100%

Attendance:

Class attendance is required for all lectures, discussions, guest lectures, and library presentations. Students should contact the instructor by email or phone before missing a class. Students unable to attend lectures must show proof of medical illness or directly speak with the instructor about their reason for non-attendance. Students with excessive absences may by dropped from the class by the instructor.

Code of Conduct:

Students that are disruptive, read outside material in class, or sleep during course lectures will be asked to leave the classroom. Plagiarism will not be tolerated and result in a failing grade for the paper/presentation. Cheating or plagiarism will not be tolerated. Students caught cheating or plagiarizing will receive a failing grade and will be brought to the proper university Board for review. Specific details regarding conduct appropriate to the University community are published in the Code of Conduct available from the Office of the Dean of Students located in Old Main.

Weekly Topics and Reading Assignments

All readings can be found either in PDF format on the course website, in the Living Chicana Theory book, in the Chicana Feminist Thought book, or will be provided by the professor at least one week prior to course. Copies of articles will be left at the MAS front office for non-MAS students or in MAS student mailboxes.

**denotes articles that can be found on course website, all articles are posted alphabetically by last name of first author.

January 11, 2006

Week 1: Introduction

Poetry

January 18, 2006

Week 2: Gender Socialization Theory

Arellano, L.M. & Ayala-Alcantar, C. (2004). Multiracial feminism for Chicana/o Psychology. In Velásquez, R.J., Arellano, L.M. & McNeill, B.W. The Handbook of Chicana/o Psychology and Mental health. Lawrence Erlbaum Associates: New Jersey.

Frieze, I. Et al. (1978). Women & Sex Roles: A Social Psychological Perspective. Chapt. 6 “Classic theories of sex-role socialization”, Chapt. 7 “Cognitive developmental theories of sex role socialization”. Norton & Company: New York.

Niemann, Y. “Stereotypes of Chicanas and Chicanos: Impact on Family Functioning, Individual expectations, goals and behavior”. In Velásquez, R.J., et al. (Eds.) The handbook of Chicana/o psychology and mental health. Lawrence Earlbaum and Associates. New Jersey.

**Torres, J.B. et al. (2002). The myth of sameness among Latino men and their machismo. American Journal of Orthopsychiatry, 72(2), 163-181.

January 25, 2006

Week 3 Adolescent identity & gender/sexuality

Huston, A. & Alvarez, M. Chapt. 7 “The socialization context of gender role development in early adolescence” In. Montemayor, R. et al. (Eds.) From childhood to adolescence. Sage Publications: Newbury Park, California.

**Denner, J. & Dunbar, N. (2004). Negotiating feminity: Power and strategies of Mexican American girls. Sex Roles, 50(5/6), 301-

**Goodenow, C. & Espin, O.M. (1993). Identity choices in immigrant adolescent females. Adolescence, 28(109). 173-195.

**Mayer, V. (2003). Living telenovelas/telenovelizing life: Mexican American girls identities and transnational telenovelas. Journal of Communication, 479-

February 1, 2006

Week 4: Family & Gender Roles

Vega, W. The Study of Latino families. In Zambrana, R.E. (Ed.). Understanding Latino Families. Sage Publications. Thousand Oaks, California.

Gonzalez, Barbara Renaud (1998). Mother’s Day. In Trujillo, C. (ed.) Living Chicana Theory. Pg. 435-437. Third Woman Press: Berkeley California.

Moraga, C. (1998). Free at last. In Trujillo, C. (ed.) Living Chicana Theory. Pg. 166-188. Third Woman Press: Berkeley California.

**Hondagneu-Sotelo, P. & Avila, E. (1997). I’m here, but I’m there: The meaning of Latina transnational motherhood. Gender & Society, 11(5), 548-571.

**Villareal, G.I. & Cavazos, A.Jr. (2005). Shifting identity: process and change in identity of aging Mexican-American males. Journal of Sociology and Social Welfare, 32(1), 33-

February 8, 2006

Week 5: Gender & identity – historical consciousness

Anzaldua, G. (1987). Borderlands: La Frontera, the New Mestiza. Aunt Lute Books: San Francisco, California. Pg. 99-113.

Castillo, A. (1994). Massacre of the Dreamers. pg. 21-42 (chapter 1). Plume, Penguin Group: New York.

Muus, “Chapt 4. “theoretical expansion and empirical support for Erikson’s theory”

Garcia, A. (1997). Chicana Feminist Thought: The Basic Historical Writings. Routledge: New York. Introduction, Part 1, 21-66, Part II/Section 1, 79-80, 92-95, 97-100.

Castaneda, A. I. (1998). History and politics of violence against women. . In Trujillo, C. (ed.) Living Chicana Theory. Pg.310-319. Third Woman Press: Berkeley California.

February 15, 2006

Week 6: Gender & identity- Political context & activism

Garcia, A. (1997). Chicana Feminist Thought: The Basic Historical Writings. Routledge: New York. Part II/Section II: 107-136

Hurtado, A. (1998). The politics of sexuality in the gender subordination of Chicanas. In Trujillo, C. (ed.) Living Chicana Theory. Pg. 383-428. Third Woman Press: Berkeley California.

Martinez, E. (1998). Chingón politics die hard: reflections on the past Chicano activist reunion. In Trujillo, C. (ed.) Living Chicana Theory. Pg. 123-135. Third Woman Press: Berkeley California.

**Prindeville, D. (2003). Identity and the politics of American Indian and Hispanic Women leaders. Gender & Society, 17(4), 591-608.

February 22, 2006

Week 7 Acculturation & Changing Gender Roles

**Baker, P. (2004). It is the only way I can survive: Gender paradox among recent Mexicana immigrants to Iowa. Sociological Perspectives, 47(4), 393-408.

**Hondagneu-Sotelo, P. (1992). Overcoming patriarchal constraints: The reconstruction of gender relations among Mexican immigrant women and men. Gender & Society, 6(3), 393-415.

**Parrado, E. & Flippen, C. (2005). Migration and gender among Mexican women. American Sociological Review, 70, 606-632.

**Phinney, J.S. & Flores, J. (2002). Unpackaging acculturation: Aspects of acculturation as predictors of traditional sex role attitudes. Journal of Cross-cultural psychology, 33(3), 320-331.

March 1, 2006

Week 8: Rethinking Old Directions

Garcia, A. (1997). Chicana Feminist Thought: The Basic Historical Writings. Routledge: New York. Part III. Pg. 265-310

Alacorn, N. (1998). Chicana feminism: In the tracks of “the” Native woman. In Trujillo, C. (ed.) Living Chicana Theory. Pg.371-382. Third Woman Press: Berkeley California.

Anzaldua, G. (1998). To(o) Queer the writer – Loca, escritora y Chicana. In Trujillo, C. (ed.) Living Chicana Theory. Pg.263-276. Third Woman Press: Berkeley California.

Sandoval, C. (1998). Mestizaje as method: Feminists of Color challenge the canon. In Trujillo, C. (ed.) Living Chicana Theory. Pg.352-370. Third Woman Press: Berkeley California.

March 8, 2006

Annotated bibliography due

Week 9 New Models of Relevance

**Cruz, C. (2001). Toward an epistemology of a brown body. Qualitative studies in Education, 14(5), 657-669.

**Gilligan, C. (2003). Hearing the difference: Theorizing connection. Anuario de Psicologia, 34(2), 155-161.

**Gutierrez, L. (1995). Understanding the empowerment process: Does consciousness make a difference. Social Work Research, 19(4), 229-237.

**Walters, K. & Simoni, J.M. (2002). Reconceptualizing Native Women’s Health: An Indigenist Stress- Coping Model. American Journal of Public Health, 92(4), 520-

SPRING BREAK MARCH 15^TH, 2006

March 22, 2006

Week 10 New Generation/New Consciousness

**Abalos, D.T. (2005). Transforming the personal, political, historical and sacred faces of the Latino male, The Journal of Men’s Studies, 13(2), 155-167.

**Delgado-Bernal, D. (2001). Learning and living pedagogies of the home: the mestiza consciousness of Chicana students. Qualitative Studies in Education. 14(5), 623-639.

**Revilla, A. (2004). Muxerista pedagogy: Raza Womyn teaching social justice through student activism. High School Journal, 87(4), 80-94.

March 29, 2006

Week 11: Student Led Topic #1

tba

April 5, 2006

Week 12: Student Led Topic #2

tba

April 12, 2006

Week 13: Technical Writing Workshop

Students are required to bring a complete draft of their final research paper to class.

April 19, 2006

Week 14: Student Led Topic #3

tba

April 26, 2006

Week 15: Student Led Topic #4

tba

May 3, 2005

Week 16: Full Circle

No Readings this week

FINAL RESEARCH PAPERS DUE ON TUESDAY MAY 9, 2006 BY 5:00 P.M

https://www.polis.arizona.edu/files/spring06/MAS_587-01/Chicana%20Gender_syllabus_spring06_revised.doc

Syllabus for the Course: U.S.-Mexico Border: Politics, Environment, and Society

U.S.-MEXICO BORDER: POLITICS, ENVIRONMENT AND SOCIETY (LAS 595D) SPRING 2006

Dr. Margaret Wilder

Assistant Professor

Latin American Studies/Geography

Marshall 286 (enter through CLAS Office, Marshall 280)

626-7231 (ofc.)

mwilder@email.arizona.edu

Office Hours: 11:00-12:30 Mondays, and by appointment. Please send me an email when you want to meet with me outside of office hours, and I will be happy to make an arrangement to meet.

Course Description: This is a graduate seminar on the U.S.-Mexico Border focusing on the political economy and political ecology of the borderlands. We will use our setting in the desert southwest as a laboratory in which to explore issues and questions regarding the culture, politics, environment, and socioeconomics of the region. In addition, we will examine the historical development of the border, and theoretical contexts in which to analyze the border. The approach of the course will be to encourage interactive student-led discussions on books and literature drawn primarily from geography, political science, anthropology and history.

The course will incorporate a field trip to a border area, including a 2-day field trip to Douglas/Agua Prieta or Ambos Nogales (Arizona/Sonora) focusing on urban issues such as the maquila economy, migration, water and environmental issues, labor issues, and housing in a border city.

Margaret Wilder is a geographer with extensive experience in Mexico, particularly in central Mexico, Sonora, and the border region. Her interests are primarily on the political ecology of water in Mexico, focusing on neoliberal reforms in the water and agriculture sector, governance institutions, as well as on poverty and rural development, and state-society transformation. Wilder is a PI on two transboundary watershed projects (Lower Rio Colorado; Upper San Pedro). Recently, Dr. Wilder has begun water and development research in Honduras and Costa Rica. She holds a Ph.D. in geography (Arizona), M.A. in Public Policy Studies (University of Chicago), and a B.A. in Government and International Affairs (University of Notre Dame).

Course Requirements:

Class Participation and Lead Class Discussion 10

Immigration Debate Exercise 10

Critical Reflections on Readings (5 @ 2-3 pages length) 25

Participation in Field Trip and completion of 20

Field Trip Journal

Research Paper on Border Topic (15 pages) 35

TOTAL 100

Readings :

Two Required Texts (order from Amazon):

Joseph Nevins, 2002. Operation Gatekeeper: the Rise of the the ‘Illegal Alien’ and the Remaking of the U.S.-Mexico Boundary. NY: Routledge (TEXT)
Peter Andreas and Thomas J. Biersteker, 2003. The Rebordering of North America. London: Routledge. (TEXT)

Online Readings: Wherever possible, I have identified online readings that you can download on your own.

Reading Packet: Due to high copying costs, CLAS will no longer make reading packets available for sale. Therefore, readings from the reading packet will be available for 4-hour checkout from Lorina Soza-Klingemann at least 2 weeks prior to the date those readings are assigned in class. The only readings included in the packet are those NOT available online.

January 11: Introduction to the Seminar, Readings, Concepts and One Another; discussion of readings; field trip; guest lectures

January 18: Theorizing the Border

· Barbara Morehouse, 2004. “Theoretical Approaches to Border Spaces and Identities,” Chapter One in Vera Pavlakovich-Kochi, Barbara J. Morehouse and Doris Wastl-Walter, eds., Challenged Borderlands: Transcending Political and Cultural Boundaries. Burlington VT: Ashgate Publishing Company, pp. 19-39 (RP)

· Ulf Hannerz, 1997. “Borders,” online in International Social Science Journal (ONLINE)

· Hastings Donnan and Thomas M. Wilson, 1999. “Borders and Boundaries in Anthropology,” in Donnan and Wilson, eds., Borders: Frontiers of Identity, Nation and State. Oxford: Berg Press, pp. 19-41. (RP)

· Oscar Martinez, 1994. “Borderlands and Borderlanders,” in Martinez’s Border People: Life and Society in the U.S.-Mexico Borderlands. Tucson: University of Arizona Press, pp. 5-25. (RP)

· Robert R. Alvarez, 1995. “The Mexican-U.S. Border: the Making of an Anthropology of the Borderlands,” Annual Review of Anthropology 24: 447-470 (ONLINE)

· Josiah McC. Heyman, 1994. “The Mexico-United States Border in Anthropology: A Critique and Reformulation,” Journal of Political Ecology I: 43-66 (ONLINE)

· Pablo Vila, 2003. “The Limits of American Border Theory” in Vila, ed., Ethnography at the Border, Minneapolis: University of Minnesota Press, pp. 306-341 (RP)

January 25: Narrating the Border—Guest Speaker (3-4:30) Dr. Javier Duran, Spanish and Portuguese, and Director, Border Studies PHD program

· Debra Castillo and Ma. Socorro Tabuenca, 2002. “Reading the Border: North and South,” in Border Women: Writing from La Frontera. Mpls: U. Minnesota Press, pp. 1-32

· Gloria Anzaldua, two short chapters from Borderlands: La Frontera

· Guillermo Gomez-Peña, 1996. “Excerpts from Warrior for Gringostroika,” in Bobby Byrd and Susannah M. Byrd, eds., The Late Great Mexico Border. El Paso: Cinco Puntos Press, pp. 101-107. (RP)

· Richard Rodriguez, 1996. “Pocho Pioneer,” in Bobby Byrd and Susannah M. Byrd, eds., The Late Great Mexico Border. El Paso: Cinco Puntos Press, pp. 211-224.

· Luis Alberto Urrea selection

· Jeffrey M. Pilcher, 2001. “Tex-Mex, Cal-Mex, New Mex, or Whose Mex? Notes on the Historical Geography of Southwestern Cuisine,” Journal of the Southwest 43 (4), Winter, pp. 659-679.

February 1 : Historical Interpretations of the Border

· Donna J. Guy and Thomas E. Sheridan, “On Frontiers: The Northern and Southern Edges of the Spanish Empire in the Americas,” Chapter One in Contested Ground, Guy and Sheridan, eds.. Tucson: University of Arizona Press, pp. 3-15. (RP)

· Edward H. Spicer, 1962. “Cultural Frontiers,” Cycles of Conquest: The Impact of Spain, Mexico and the United States on the Indians of the Southwest, 1533-1960. Tucson: University of Arizona Press, pp. 1-17. (RP)

· Thomas E. Sheridan, 1995. Chapters 2 and 3 in Sheridan Arizona: A History.Tucson: University of Arizona Press, pp. 21-57 (RP)

Oscar J. Martinez, 1994.“The U.S.-Mexico Borderlands,” in Martinez’s Border People: Life and Society in the U.S.-Mexico Borderlands. Tucson: University of Arizona Press, pp. 27-65. (RP)
David Lorey, “The Consequences of Rapid Growth in the Border Region: Social and Cultural Change since the 1940s,” in Lorey’s The U.S.-Mexican Border in the Twentieth Century. Wilmington, DE: Scholarly Resources, pp. 117-151. (RP)
Paula Rebert, 2001. Chapters One and Six (Introduction and Conclusion) from La Gran Linea: Mapping the United States-Mexico Boundary, 1849-1857. Austin: University of Texas Press, 1-15, 181-198. (RP)

February 8 and 15: Border Culture and Society (Identity and Ethnicity, Health, Relative Poverty, Gender, Violence, Social Movements)—Film on Women of Juarez

Discussion Leaders: _______________________, __________________________

February 8: Poverty and Class on the Border

Pablo Vila, 2003. “The Polysemy of the Label ‘Mexican’ on the Border,” in Vila ed., Ethnography at the Border, Minneapolis: University of Minnesota Press, pp. 105-140. (RP)
Sarah Hill, 2003. “Metaphoric Enrichment and Material Poverty: The Making of ‘Colonias,’” in Vila ed., Ethnography at the Border, Minneapolis: University of Minnesota Press, pp. 141-165. (RP)
Dianne C. Betts and Daniel J. Slottje, 1994. Crisis on the Rio Grande: Poverty, Unemployment and Economic Development on Texas-Mexico Border.” Boulder: Westview (RP)

February 15: Women on the Border(including Film on the Femicidas)

Leslie Salzinger, 2003. “Trope Chasing: Making a Local Labor Market,” Chapter 3 in Genders in Production: Making Workers in Mexico’s Global Factories, Berkeley: University of California Press, pp. 35-50 (RP)

Melissa Wright, 2005. “Paradoxes, Protests and the Mujeres de Negro of Northern Mexico,” Gender, Place and Culture. September 2005. Vol 12, Issue 3, pp. 277-292 (ONLINE)
Sam Quiñones, 2003. “The Dead Women of Juarez,” in Bobby Byrd and Susannah M. Byrd, eds., The Late Great Mexico Border. El Paso: Cinco Puntos Press, pp. 139-152. (RP)

Amnesty International, 2003. “Mexico: Intolerable Killings.” Amnesty International, viewed 8/2003. (ONLINE)

February 22 and March 1: Border (Geo) Politics and Immigration Policy

Discussion Leaders: _______________________, ________________________

February 22: Evolution of Immigration Policy and the”Immigrant/Alien”in a Post-September 11 World

Joseph Nevins, 2002. Operation Gatekeeper: the Rise of the the ‘Illegal Alien’ and the Remaking of the U.S.-Mexico Boundary. (TEXT)
Peter Andreas and Thomas J. Biersteker, 2003. The Rebordering of North America. London: Routledge. (TEXT)

March 1: U.S. Immigration Policy in the Clutch

Samuel P. Huntington, 2001. “The Special Case of Mexican Immigration: Why Mexico is a Problem,” The American Enterprise, Vol. 11, Issue 8, December 2000. (ONLINE: via SABIO, search by journal title and volume/issue)

David Spener, 2003. “Controlling the Border in El Paso del Norte: Operation Blockade or Operation Charade?” Chapter 8 in Vila ed., Ethnography at the Border, Minneapolis: University of Minnesota Press, pp.182-198. (EReserve)
Bob Moser, 2003, “Samaritans in the Desert,” The Nation 5/26/2003. (EReserve)
Garcia, Sean, 2003. “Immigration Reform: The Key to Border Security.” Americas Program: Interhemispheric Resource Center, www.americaspolicy.org, August 2003. (ONLINE)
Timothy J. Dunn, 2001. “Border Militarization via Drug and Immigration Enforcement: Human Rights Implications.” Social Justice, Vol. 28, i2, pp. 24-31. (ONLINE)
Jorge Durand, Douglas S. Massey, and Chiara Capoferro, 2005.”The New Geography of Mexican Immigration,” Chapter One in Victor Zuñiga and Ruben Hernandez-Leon, eds., New Destinations: Mexican Immigration in the United States. New York: Russell Sage, pp. 1-20 (EReserve)
Bill Broyles et al., 1988. “W. J. McGee’s ‘Desert Thirst as Disease,’” and W. J. McGee “Desert Thirst as Disease,” Journal of the Southwest Volume 30, No. 2, Summer 1988,pp. 223-253. (Optional: devastating exploration of the experience of dying of thirst while crossing the desert) (available online: search by Journal/volume/issue)

POTENTIAL FIELD TRIP DATES: Fri., March 3/Sat. March 4 –Field Trip to Douglas, AZ and Agua Prieta, Sonora OR Fri., April 7/Sat., April 8

March 8—No Class (AAG meeting)

**Tinker summer fieldwork in L. America applications due 3/10, 4 pm**

March 15—No Class –Spring Break (March 11-18)

March 22 and March 29: Border Economy (BIP Program; NAFTA; Regional Impacts of Free Trade)

Discussion Leaders:___________________________, _______________________

March 22: Economic Transformation of the Border and Regional Integration under NAFTA

· Norris C. Clement, 2004. “Economic Forces Shaping the Borderlands,” Chapter 2 in Vera Pavlakovich-Kochi, Barbara J. Morehouse and Doris Wastl-Walter, eds., Challenged Borderlands: Transcending Political and Cultural Boundaries. Burlington VT: Ashgate Publishing Company, pp. 41-61 (RP)

· David Lorey, 1999. “Economic Trends Since 1950: Legacies of the Wartime Economy,” in Lorey’s The U.S.-Mexican Border in the Twentieth Century. Wilmington, DE: Scholarly Resources, pp. 93-116 (RP)

· Daniel Lederman, Wm. Maloney and Luís Servín, 2004. Lessons from NAFTA for Latin America and the Caribbean. Washington D.C.: World Bank. Chapters 1, 6 and 7. (ELECTRONIC BOOK. Access through UA Main Library, Search by Title).

· Mark Weisbrot, David Rosnick, and Dean Baker, 2004. NAFTA at Ten: The Recount. Washington, D.C.: Center for Policy Research, pp. 1-15. (ONLINE at: www.cepr.net/publications/nafta_2004_03.pdf or google by title)

· Jose Luis Valdes Ugalde, 2002. “NAFTA and Mexico: A Sectoral Analysis.” Chapter 2 in Edward J. Chambers and Peter H. Smith, eds., NAFTA in the New Milennium. Pp. 61-82. (EReserve)

Altha Cravey, 1998. “The New Model: A Case Study of the Maquiladora Industry,” and “Conclusion,” in Altha J. Cravey Women and Work in Mexico’s Maquiladoras. Oxford: Rowman and Littlefield, pp. 71-99 and 132-140 (EReserve)

March 29: Impacts, Implications and Prospects of/for NAFTA in Contextualized Analysis

Isidro Morales, 1999. “The Institutionalisation of economic openess and the configuration of Mexican geo-economic space,” Third World Quarterly, Vol. 20, No. 5, pp. 971-993. (ONLINE, search by Journal Title on SABIO)
Pablo Wong González, 2004. “Conflict and Accommodation in the Arizona-Sonora Region,” Chapter Seven in Vera Pavlakovich-Kochi, Barbara J. Morehouse and Doris Wastl-Walter, eds., Challenged Borderlands: Transcending Political and Cultural Boundaries. Burlington VT: Ashgate Publishing Company, pp. 123-152 (RP)
Francisco Llera Pacheco, 2004. “Transborder Urban Regime in the El Paso-Ciudad Juarez Region,” Chapter 13 in Vera Pavlakovich-Kochi, Barbara J. Morehouse and Doris Wastl-Walter, eds., Challenged Borderlands: Transcending Political and Cultural Boundaries. Burlington VT: Ashgate Publishing Company, pp. 251-267 (RP)
Bruce Stokes, 2002. “The Town NAFTA Forgot,” National Journal Vol. 34, Issue 22, p. 1616, June 1, 2002. (EReserve)
Geri Stokes, 2002. “The Decline of the Maquiladora,” Business Week, 4/29/2002. (EReserve)
Jorge Carrillo and Alfredo Hualde, 1998. “Third Generation Maquiladoras? The Delphi-General Motors Case.” Journal of Borderlands Studies, Vol. XIII (I), Spring, pp. 79-97. (EReserve)
Economist, 2003. “The Sucking Sound from the East,” Economist 7/26/2003. (EReserve)

April 5: IMMIGRATION DEBATE

April 12 and April 19: Border Environment and Ecology

April 12: Scope of Environmental Challenges on the Border

Paul Ganster, Alan Sweedler, and Norris Clement, 2000. “Development, Growth, and the Future of the Border Environment,” in P. Ganster, ed., The U.S.-Mexico Border Environment: A Road Map to a Sustainable 2020. San Diego: Southwest Center for Environmental Research and Policy (SCERP), San Diego State University Press, pp. 73-103. (EReserve)

ITESM and InfoMEXUS, 2004. Report on Environmental Conditions and Natural Resources on Mexico’s Northern Border, Chapters 1,2 and 12. http://americas.irc-online.org/rep-envt/index.html (ONLINE)

Lawrence A. Herzog, 2000. “Tourism Development and the Politics of the Northern Baja California Landscape.” Chapter 8 in Herzog, ed., Shared Space: Rethinking the U.S.-Mexico Border Environment. San Diego: Center for U.S.-Mexico Studies, University of California, pp. 185-210. (EReserve)

Donovan Corliss, 2000. “Regulating the Border Environment: Toxics, Maquiladoras, and the Public Right to Know.” Chapter 12 in Herzog, ed., Shared Space: Rethinking the U.S.-Mexico Border Environment. San Diego: Center for U.S.-Mexico Studies, University of California, pp. 295-311. (EReserve)

April 19: Water Challenges in the Borderlands

Mary Kelly, Arturo Solis and Geo. Kourous, 2001. “The Border’s Troubled Waters: Parts I and II.” Americas Program: Interhemispheric Resource Ctr. http://americas.irc-online.org/articles/2001/bl83.html (December 2001). (ONLINE)

Stephen Mumme, 2000. “Minute 242 and Beyond: Challenges and Opportunities for Managing Transboundary Groundwater on the Mexico-U.S. Border,” Natural Resources Journal, Vol. 40, No. 2 (Spring 2000), pp. 341-378 (ONLINE, via SABIO, search by Journal Title, then use Hein Online to find issue)

Margaret Wilder and Scott Whiteford, 2005. “Flowing Uphill Toward Money: Groundwater Management and Ejidal Producers in Mexico’s Free Trade Environment,” forthcoming in Laura Randall, ed., Changing Structure of Mexico: Political, Social and Economic Prospects, New York: M.E. Sharpe (anticipated publication January 2006). (RP)

Jennifer Pitt, Daniel F. Luecke, Michael J. Cohen, and Edward P. Glenn, 2000. “Two Nations, One River: Managing Ecosystem Conservation in the Colorado River Delta,” Natural Resources Journal Vol. 40 (Fall 2000), p. 819. (ONLINE: available through SABIO, via UA Law Library, then search by journal volume/issue on Hein Online).

Ismael Aguilar Barjas and Mitchell Mathis, 2005. “Agua y Desarrollo económico en la región binacional del bajo río Grande/río Bravo, Estados Unidos/Mexico,” Chapter 3 in Alfonso A. Cortez Lara, Scott Whiteford, and Manuel Chavez Marquez, eds.,

Seguridad, Agua y Desarrollo: El futuro de la frontera Mexico-Estados Unidos. Tijuana: El Colegio de la Frontera Norte (COLEF), pp. 99-124. (EReserve)

April 26: Cross-Border Cooperation, Collaboration, Integration and Institutions

Jonathan Fox, 2002. “Lessons from Mexico-U.S. Civil Society Coalitions,” Chapter 19 in David Brooks and J. Fox, eds., Cross-Border Dialogues: U.S.-Mexico Social Movement Networking. La Jolla: Center for US-Mexico Studies (UCSD), pp. 341-418 (EReserve)

Heather Williams, 2002. “Lessons from the Labor Front: The Coalition for Justice in the Maquiladoras.” Chapter 4 in David Brooks and J. Fox, eds., Cross-Border Dialogues: U.S.-Mexico Social Movement Networking. La Jolla: Center for US-Mexico Studies (UCSD), pp. 87-111. (RP)

Fernando Bejarano, 2002. “Mexico-U.S. Environmental Partnerships,” Chapter 5 in David Brooks and J. Fox, eds., Cross-Border Dialogues: U.S.-Mexico Social Movement Networking. La Jolla: Center for US-Mexico Studies (UCSD), pp. 113-131 (RP)

Mark J. Spalding, 2000. “The NAFTA Environmental Institutions and Sustainable Development on the U.S.-Mexico Border.” Chapter 4 in Herzog, ed., Shared Space: Rethinking the U.S.-Mexico Border Environment. San Diego: Center for U.S.-Mexico Studies, University of California, pp.75-98. (EReserve)

Margaret Wilder, 2000. “Border Farmers, Water Contamination, and the NAAEC Environmental Side Accord to NAFTA.” Natural Resources Journal, Fall 2000, pp. 873-894. (ONLINE: available through SABIO, via UA Law Library, then search by journal volume/issue on Hein Online).

R.G. Varady, D. Colnic, R. Merideth, and T. Sprouse, 1997. “The U.S.-Mexican Border Environment Cooperation Commission: Collected Perspectives on the First Two Years.” J. Borderlands Studies 11 (2): 89-113. (EReserve)

May 3: LAST DAY OF CLASS

U.S.-Mexico Border in Comparative Perspectives—readings TBA

Other Courses of Note

LA S 351 -- Race and Class in Latin America (3 units)
Description: The impact of commercial expansion, urbanization, industrialization, and ideological change on race and class relations in Latin America from the 16th to early 20th century.

A S 696E -- Issues Along Borders (3 units)
Description: Seminar on the key planning issues which affect international borders, particularly between Arizona and the Mexican state of Sonora. Seminar topics will be enhanced by invited experts on key issues of migration, growth and change, social issues and political realities. Each student will select a related border region to study in parallel with the structure of the seminar.

Other Syllabi of Note

Professor Sung Ohm

RateMyProfessors Remark:
http://www.ratemyprofessors.com/ShowRatings.jsp?tid=489374

this teacher was extremely bias and unfair in grading, did not show respect when help was needed and asked me to leave class, i failed. everything was related to communism.

Syllabus for the English Course: First-Year Composition

English 101: First-Year Composition
Instructor: Sung Ohm
English 101: Sections 121 & 135
Spring Semester 2004

Readings for Class
Part I: The Communist Manifesto
Part II: Writing&Analysis
Part III: Analytical Essays
Part IV: Cultural Analysis

Syllabus, Schedule,
& Assignments

Class Related
Materials

Readings for Class

The readings found below are in alphabetical order according to the author's last name. Most of the citation information is in MLA format (except for the bolding which is mine). The formatting will make it easier if you need to cite these sources. Please note, the readings may change throughout the semester. I will inform you during class if new readings have been added to this site.

Please make sure you download and print the articles, and bring the articles to class. Because of possible unforseeable problems, I recommend that you download these files well in advance so you will have plenty of time to troubleshoot if necessary.

All the readings found in this section require Adobe Acrobat Reader.

The Communist Manifesto:

Misconceptions, Confusions, and Conflicts Concerning Socialism, Communism, and Capitalism: An extremely useful link to Professor Paul Brians resource page at Washington State University. [link]

Study Guide for The Communist Manifesto: Also provided by Professor Paul Brians at Washington State University. [link]

Class Readings (Part I): Articles on Writing & Analysis

Ballenger, Bruce. "Developing a Research Strategy." The Curious Researcher. 2nd ed. Boston: Allyn and Bacon, 1999. [pdf]

Ballenger, Bruce. "Beginning at the Beginning." The Curious Researcher. 2nd ed. Boston: Allyn and Bacon, 1999. (excercise on introductions) [pdf]

Rosenwasser, David & Jill Stephen. “What is Analytical Writing?” Writing Analytically. Fort Worth: Harcourt Brace 1997. [pdf]

Readings (Part III): Analytical Essays

Gibbs, David. "Pretexts and US Foreign Policy: The War on Terrorism in Historical Perspective" New Political Science 26 (2004): 293-321. [pdf]

Katz, Jackson. "Advertising and the Construction of Violent White Masculinity." Rereading America. Eds. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford/St. Martin's, 2001. [pdf].

Kimmel, Michael S. "Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of Gender Identity." The Social Construction of Difference and Inequality. 2nd ed. Ed. Tracy Ore. Mountain View, CA: Mayfield Pub Co, 2003. [pdf].

Ore, Tracy. "Constructing Differences." The Social Construction of Difference and Inequality. Ed. Tracy Ore. Mountain View, CA: Mayfield Pub Co, 2000. [pdf]

Ore, Tracy. "Maintaining Inequalities: Systems of Oppression and Priviledge." The Social Construction of Difference and Inequality. Ed. Tracy Ore. Mountain View, CA: Mayfield Pub Co, 2000. [pdf]

Parenti, Michael. "Class Myth and Class Bigotry." Land of Idols: Political Mythology in America." St. Martin's, 1993. 98-112. [pdf]

Swartz, Omar. "Introduction" The Rise of Rhetoric and its Intersection with Contemporary Thought. Oxford: Westview Press, 1998. [pdf]

Zinn, Howard. "American Ideology." Declarations of Independence: A Cross-examining American Ideology. New York: Harper & Row, 1990. [pdf]

Readings (Part III): Articles for Cultural Analysis

Adorno, Theodor and Max Horkheimer. "The Culutre Industry: Enlightenment as Mass Deception." The Cultural Studies Reader. Ed. Simon During. London and New York: Routledge, 1993. 29-43. [pdf]

Berger, Arthur Asa. "Eleven Ways of Looking at the Gulf War." Exploring Language. 8th ed. Ed. Gary Goshgarian. New York: Longman 1998. [pdf]

Bosmajian, Haig A. "Dehumanizing People and Euphemizing War." Exploring Language. 8th ed. Ed. Gary Goshgarian. New York: Longman 1998. [pdf]

Herman, Edward. "Terrorism: Civilized and Barbaric." Exploring Language. 8th ed. Ed. Gary Goshgarian. New York: Longman 1998. [pdf]

Ibish, Hussein. "'They are Absolutely Obsessed with Us': Anti-Arab Bias in American Discourse and Policy." The Social Construction of Difference and Inequality. Ed. Tracy Ore. Mountain View, CA: Mayfield Pub Co, 2003. [pdf]

Johnson, Allan G. "Capitalism, Class, and the Matrix of Domination." Privilege, Power, and Difference. Mountain View, CA: Mayfield Pub, 2000. [pdf]

Russell, Charles G. and Paul Many "Collective Bias." Exploring Language. 8th ed. Ed. Gary Goshgarian. New York: Longman 1998. [pdf]

American Rhetoric: The Rhetoric of 9-11. An online speech bank with various statements made during September 11, 2001. [link]

President George W. Bush

· "Statement by the President in His Address to the Nation."
2001 September 11. [pdf] [link]

· "President Bush Presents Iraqi Threat."
2002 October 7. [link]

Cusac, Anne-Marie. "Abu Ghraib, USA." The Progressive. 2004 July. [link]

Lee, Barbara (Representative), "The Lone Dissenter." as appears in The Progressive. 2001 Sept 17. [link]

Jensen, Robert. "The Military's Media." The Progressive. 2003 May. [link]

Gibbs, David N. "Pretexts and U.S. Foreign Policy: The War on Terrorism in Historical Perspective." New Political Science 26.3 (2004): 293-321. [pdf]

News Articles:
	Cover: "Why Do They Hate Us?" by Fareed Zakaria Time. September 16, 2002. [click on image for larger view]
	"Why Do They Hate Us?" by Fareed Zakaria Time. September 16, 2002. Part I [1.2 MB]
	"Why Do They Hate Us?" Part II [2.9 MB]
	"What Does Saddam Have?" by Johanna McGeary Time. September 16, 2002. [2.6 MB]
	"Why War?" by Kevin Whitelaw and Mark Mazzetti. US News & World Report. October 14, 2002. [3 MB]
	"The Secret War" by Evan Thomas and Martha Brant. Newsweek. April 21, 2003. [4.8 MB]
.
Images: Click on Images for Larger View
	"Afghanistan Under Attack." Newsweek. October 29, 2001.
	"The Enemy Below." Newsweek. Novermber 5, 2001.
	"Balance of Terror." US News and World Report. January 27/February 3, 2003.
	"Bombing Iraq." Time. March 31, 2003.

Comparative Analysis: [Some Possible Pairings]
Mainstream	Alternative
"Awstruck" by Romesh Batnesar (Time, March31, 2003). [pdf]	"The Military's Media" by Robert Jensen (The Progressive, May 2003) [link]
	The War and Peace Report by Amy Goodman (Democracy Now! March 24, 2003). [link]
	"An Occupied Country" by Howard Zinn (The Progressive, October 2003). [link]

"Why They Hate Us: The Roots of Islamic Rage and What We Can Do About It" in Newsweek. October 15, 2001. [pdf]	"Operation Infinite Justice? An Interview with Noam Chomsky" by Michael Albert (Z Magazine, November 2001). [pdf]
	"We Have Already Suffered 20 Years of War" By Belquis Ahmadi (The Progressive November 2001). [link]
	"Terror in America" by Robert Fisk (The Nation, October 1, 2001). [link]

Alternative News Media [presented in alphabetical order]

Alternative Media Websites
(in alphabetical order)

AlterNet
www.alternet.org. A project of the Independent Media Institute. Includes some of the best alternative points of view on social issues.

Common Dreams News Center
www.commondreams.org. Alternative analysis and best of the mainstream press.

Democracy Now News
www.democracynow.org. Daily radio show. Audio and video are useful for contrasting with mainstream news.

Fairness and Accuracy in Reporting
www.fair.org. Excellent articles critiquing mainstream media coverage of the crisis. Good links.

The Independent (U.K.)
www.independent.co.uk. Some of the best reporting on the war and terrorism. Articles by Robert Fisk are among the finest in the world. See also reporting by The Guardian in Great Britain www.guardian.co.uk.

Independent Media Center
www.indymedia.org. Immediate reporting of anti-war protests and resources for linking the current crisis to issues of global inequality.

The Nation
www.thenation.org. Provocative articles on the crisis. Some classroom-friendly. Helpful links.

The Progressive
www.progressive.org. Excellent, readable articles on the war and loss of civil liberties.

http://www.u.arizona.edu/~sung/english101/#Syllabus

Another Syllabus for English the Course: First-Year Composition

Ohm

English 101

Summer 2005

New Start Program

Instructor: Sung Ohm

Office: Old Main & CCIT 236 Q

Office Hours: Available by appointment

New Start Dept: 621-3093 (Old Main 101)

Home Page: www.u.arizona.edu/~sung

E-mail: sung@email.arizona.edu

Listserv: compositionclass@listserv.arizona.edu

COURSE OVERVIEW::

The main purpose of English 101 is to introduce you to the conventions of academic writing and critical thinking. And while academic writing means different things to different people, there are some common elements. We write to communicate to

others—whether they are colleagues, professionals in their fields, or friends. We write to convince others that our position has validity. We write to discover new things about our world as well as ourselves. For that matter, the process of writing is epistemological—a way of coming to know. Writing can become a medium for self-reflection, self-expression, and communication, a means of coming to know for both the writer and reader. Learning to write requires writing. Writing is a craft, and as a craft, writing can be learned and refined. Ultimately, writing takes practice, and as a writer, you will have opportunities to write both in the classroom as well as outside. With that said, the goal I

have for this class—one that all writing courses share—is to give you, as students, enough practice writing so that you will become more effective writers by the end of this course than you were at the start. Also, you will develop a greater understanding

of what you need to consider to continue to develop as writers. As we delve into this semester, I hope you will discover also that writing, reading, and learning are intricately intermeshed. Writing is based on experience—experience with a text or personal experience—and that reading is a means to broadening experiences, especially when actively engaged by reading dialectically (as opposed to polemically). Much of the readings, lectures, and discussions may challenge more commonly accepted assumptions and beliefs. You will be required to critically rethink and reevaluate popular concepts and ideas (this may also challenge your own ideas so please try to keep open perspective).

One of the main goals for this class will be to try to understand how language informs and shapes our culture and society as well as our everyday lives and practices.

Lastly, I assume you already think critically (you would not have made it to college otherwise, of course). Now we will try to go beyond critical thinking skills; we will reflect on a range of possibilities and positions. We may find ourselves asking more

questions rather than finding easy answers. And together, I hope we can become more critically conscious of the world we inhabit.

REQUIRED TEXTS ::

· The United States Constitution and The Declaration of Independence. [PDF files]

· Marx, Karl and Fredrich Engels. The Communist Manifesto. New York: Penguin Classics, 2002. [PDF file]

· Ene, Estelle, Erik Ellis, and Meg Smith. A Student’s Guide to First-Year Composition. 25th ed. Plymouth, MI:

Hayden-McNeil, 2004.

· Hacker, Diana. Rules for Writers. 5th ed. Boston: Bedford, 2004.

· I will also have selected readings in PDF (portable digital format) files on the course website. It is your responsibility

to download, print, and read all reading assignments ahead of time. You must bring all assigned readings to class.

OTHER REQUIRED MATERIALS

· At least 3 letter-sized manila file folders for turning in papers (drafts and revised papers).

· Photocopies of your work as needed for workshops and discussions (typically, you will need to bring at least 3

copies per workshop).

· White, lined loose-leaf paper for in-class writing assignments.

· Three highlighters (preferably light colors).

· Access to a computer with word processing capabilities (and floppy disks to save your work).

· A working email account and internet access

· Sign up for the class listserv: compositionclass@listserv.arizona.edu (check your email regularly for class

postings).

Ohm 2

WRITTEN ASSIGNMENTS ::

The following table lists all assignments and their values. You must complete all the required assignments in order for you

to receive full credit for the course.

ASSIGNMENTS VALUE

UNIT 1: Analysis

In-Class Introductory Assignment Required

Textual Analysis Essay 20%

UNIT 2: Context

Proposal 5%

Annotated Bibliography 10%

Text -in-Context Essay 25%

UNIT 3: Culture

Cultural Analysis Essay 20%

INFORMAL WRITINGS :

Peer Critique Responses 10%

Journal Entries 5%

In-class Writings 5%

Total 100%

The major essays will be written through a process of at least two drafts and workshops. Revisions should show significant

changes in purpose, audience, organization, or evidence according to feedback you receive from the workshop and from

your instructor. You must hand in all drafts and revisions. Place the drafts and revisions in a manila folder with the most

recently revised copy on top. Keep all writing assignments throughout the entire semester.

Please turn in all major assignments. You cannot receive a passing grade in this course unless you turn in all the major

assignments.

Informal Writing Assignments. These include entries, in-class writings, reader response journals, and workshop

evaluations. The nature of the assignments is keyed to the formal essay you are currently working on.

· Peer Critique Responses: During peer critique workshops, your feedback is vital to your colleague. For this reason,

you should write down suggestions and comments regarding their drafts on paper so they have something to work

with. Make sure your name is on your comments or you will not receive credit for your responses. You are required to

write a minimum of one page per paper, single -spaced.

· Reader Response Journals: While these will be decidedly less formally written than the essays, you will still need to

work closely with the reading materials to reveal your understanding and critical engagement with the text(s). You

will write a response for select reading material assigned (I will tell you which ones I want you to write on). I will

collect these only periodically. Bring them to class everyday so you have something to discuss concerning the

reading. I will also provide a handout detailing the expectations for the journals before the first one is due. Journals

should be typed and approximately one page long, single-spaced.

· In-Class Writings: Throughout the semester, I will ask you to write informally in class. These will consist of mainly

freewriting or brainstorming activities. Because they are primarily for your benefit in generating ideas, I will collect

only a few of these assignments.

Format. All formal papers need to be double-spaced, one-inch margins on all sides, left-justified, 12-point font, titled, and

typed (no title page). Please place your last name on every single page and number the pages. In-class writings will be

handwritten and must be legible and on one side of the page only (this helps me read your writings). Out-of-class informal

assignments may be either typed or handwritten (it must be and legible). If I cannot read any part of your work, you will

not receive credit for it.

Introduction to Research. All first-year composition students are required to learn how to do documented research. For

more on research, see chapter nine, "Research," in the Student's Guide.

COURSE POLICIES ::

Attendance. Attendance is mandatory. Your participation in class discussions is important to me as well as your peers.

Please attend every class. If for some reason you cannot attend class, you are responsible for finding out about and making

up any missed assignments. In-class writing may not be made up. If you are absent on the day a paper is due, you must

arrange to get the paper to me on time, or it will be counted late. Please do not miss clas s because you have not finished an

Ohm 3

assignment; attend class anyway (students who are unprepared—missing papers, not having the readings, etc.—may be

marked absent).1 Please refer to the New Start administrative policies for specific details.

Conferences. I will schedule individual or small-group conferences several times during the semester. You should come

to your conference prepared to discuss your current work. A missed conference will count as an absence.2

Grading. To complete this course successfully (i.e., with a grade of D or higher), you must attend class and all scheduled

conferences, complete all assignments on time, have read all assigned readings, prepare for class, and participate in class

activities and discussions. Again, you cannot receive a passing grade in this class unless you have completed all major

assignments and the final exam. To receive full credit, you must hand in all written assignments on time, in the proper

format, and with the required supporting materials (i.e., all drafts, etc. associated with that particular assignment).

Requirements for Writing Assignments:

· In-class and out-of-class writing will be assigned throughout the course. Students not in class when writing is

assigned are still responsible for completion of the assignment when due (in-class writings cannot be made up).

· Late work will not be accepted without penalty unless students make arrangements for an extension before the due

date. Late essays will receive a whole letter grade reduction (e.g. A ® B, B+ ® C+) per day, so please turn in

papers on time. Missing draft due dates (including for workshops) or incomplete papers may also reduce your

paper by a half-letter grade (e.g. A ® A-, B+ ® B) per day. Furthermore, peer critique workshops, in-class

writings, and other informal writing assignments cannot be made up. Missed workshops and informal writings

will result in losing all points for that particular assignment.

· Students are required to keep copies of all drafts and major assignments until after the end of the semester. Also,

make sure you save copies of your drafts and revisions (on either disk and/or your computer’s hard drive) in case

a paper is somehow accidentally misplaced or lost (this is rare but it does occasionally happen). Save drafts and

revisions separately. If you cannot provide a second copy, you may not receive credit for the assignment.

· Revisions are absolutely essential for effective writing and therefore, mandatory. Each paper will have multiple

drafts. Drafts with your peers’ comments must be turned in with all essays. Drafts should show significant

changes in purpose, audience, organization, or evidence. Missing a draft will result in a reduction in your letter

grade (as specified in my grading policy, above). Missing two drafts will result in a failure for that particular

assignment. Furthermore, I will not evaluate a paper without first seeing at least one rough draft and unless that

draft accompanies the final draft (in accordance with the Composition Program policy).

I may vary specific requirements of individual assignments, but in all cases my evaluation of your essays will consider

content, organization, development, expression, mechanics, and critical engagement. If you have a question about my

comments or a grade you have received, please talk to me about it.3

I typically will not give an “Incomplete” grade. However, if extenuating circumstances arise, I may give an “Incomplete” if

the student has completed at least 70% of the course work at the end of the semester.

RESOURCES ::

Disabilities Resource Center. Reasonable accommodations will be made available for students who have a documented

disability. Students with disabilities who require accommodations should contact me as soon as possible. If you need mo re

information, please contact the Disabilities Resource Center at (520) 621-3268.

Computers. Computers are available in the libraries as well as at computer labs across the University (see

http://www.library.arizona.edu/rio/comput4.html for CCIT lab locations). If you have difficulties using or accessing a

computer, please let me know ahead of time so I can try to work with you.4

For a more complete list of resources, please see http://advising.arizona.edu/advisors/resources.html.

OFFICE HOURS & AVAILABILITY::

I always look forward to talking with you during my office hours. If you cannot make it to my office hours, please feel

free to schedule an appointment with me. You may also contact me by e-mail, telephone, or talk with me after class. Your

success in this class will depend on how well you plan. If you are uncertain of your progress, do not wait until the last

1 See "Attendance and Course Withdrawal" on p. 307in the Student's Guide for the official department policy on

attendance.

2 For more on conferences, see "Conferences and Office Hours" on p. 432 in the Student's Guide.

3 For more on grading, teacher's comments, and departmental standards, see "Assessment: Interpreting Instructor

Comments and Grades” on pp. 77-82 in the Student's Guide. Also see pp. 307-313 for information on incompletes,

withdrawals, and grade appeals.

4 See “Appendix E: Computing Centers on Campus” on p. 323 for more information.

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minute to try to schedule a conference with me. I am more than happy to hear from you, but please expect at least a day

turn-around time for responses.

ACADEMIC CONDUCT::

All UA students are responsible for upholding the Code of Academic Integrity, available through the Office of the Dean of

Students. See Student Code of Conduct web page http://w3.arizona.edu/~studpubs/policies/ppmainpg.html.

Plagiarism. Using sources without proper citation or acknowledgment, copying, or claiming someone else’s work as your

own will result in a failure of the assignment or the entire course. Should I suspect you of plagiarizing, I will discuss the

matter with you. If you are unsure of the meaning of plagiarism, please see me before your paper is due.5

Discussions. While I expect lively discussions, I will not tolerate any disrespectful remarks (including, but not limited, to

racist, sexist, or homophobic comments), especially those aimed at other people in my classroom. I reserve the right to

dismiss from the class anybody who participates in derogatory remarks.

5 Also see pp. 309-311 in the Student’s Guide regarding academic integrity, class conduct, and plagiarism.

http://www.u.arizona.edu/~sung/english101/syllabus.pdf#search=%22marx%20syllabus%22

Another Syllabus for the English Course: First-Year Composition

English 100: First-Year Composition
Instructor: Sung Ohm
Fall 2003
Section 23, MWF 10:00 – 10:50 AM, ILC 117
Section 30, MWF 11:00 – 11:50 AM, ILC 117

Syllabus, Schedule, & Assignments

Readings for Class

Assignment 1:
News Articles

Assignment 2:
Resources

Class Related Materials

The main purpose of English 100 is to introduce you to the conventions of academic writing. And while academic writing means different things to different people, there are some common elements. We write to communicate to others—whether they are colleagues, professionals in their fields, or friends. We write to convince others that our position has validity. We write to discover new things about our world as well as ourselves. For that matter, the process of writing is epistemological—a way of coming to know. Writing can become a medium for self-reflection, self-expression, and communication, a means of coming to know for both the writer and reader.

Learning to write requires writing. Writing is a craft, and as a craft, writing can be learned and refined. Ultimately, writing takes practice, and as a writer, you will have plenty of opportunities to write both in the classroom as well as outside. With that said, the goal I have for this class—one that all writing courses share—is to give you, as students, enough practice writing so that you will become more effective writers by the end of this course than you were at the start. Also, you will gain a greater understanding of what you need to continue to develop as writers.

As we delve into this semester, I also hope you will discover that writing, reading, and learning are intricately intermeshed. Writing is based on experience—experience with a text or personal experience—and that reading is a means to broadening experiences, especially when actively engaged by reading dialectically (as opposed to polemically). Much of the readings, lectures, and discussions may challenge more commonly accepted assumptions and beliefs. You will be required to critically rethink and reevaluate popular concepts and ideas (this may also challenge your own ideas so please try to keep an open perspective). One of the main goals for this class will be to try to understand how language informs and shapes our culture and society as well as our everyday lives and practices.

I assume you already think critically (you would not have made it to college otherwise). Now we will try to go beyond critical thinking skills; we will reflect on a range of possibilities and positions. We may find ourselves asking more questions rather than finding easy answers.

Syllabus, Schedule, & Assignment:

Syllabus: Course description and policy. [HTML Version][pfd Document]

Schedule:

Weeks 1-5: Schedule covers August 25 to September 22 [HTML Version][pdf Document]
Weeks 5-10: Schedule covers .... [HTML Version][pdf Document]
Weeks 10-15: Schedule covers .... [HTML Version][pdf Document]
Conference Schedule for November 17-25th: [pdf]

Essay Assignment:

Assignment 1: The Textual/Visual Analysis Essay [pdf Document]
Assignment 2: The Texual Analysis Essay [pdf Document]
Assignment 3: The Reflective Analysis Essay [pdf Document]

Readings for Class:

Anderson Benedict. Immagined Communities (excerpt). [pdf]

Fulwiler, Toby . The Working Writer. 2nd ed. Upper Saddle River, New Jersey: Prentice Hall, 1999.

· “Strategies for Revision." [pdf].

· “Focused Revision." [pdf].

Johnson, Allan G. "Capitalism, Class, and the Matrix of Domination." Privilege, Power, and Difference. Mountain View, CA: Mayfield Pub, 2000. [pdf]

Katz, Jackson. "Advertising and the Construction of Violent White Masculinity." Rereading America. Eds. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford/St. Martin's, 2001. [pdf].

Ore, Tracy. "Constructing Differences." The Social Construction of Difference and Inequality. Mountain View, CA: Mayfield Pub Co, 2000. [pdf]

Ore, Tracy. "Maintaining Inequalities: Systems of Oppression and Priviledge." The Social Construction of Difference and Inequality. Mountain View, CA: Mayfield Pub Co, 2000. [pdf]

Rosenwasser, David & Jill Stephen. “What is Analytical Writing?” Writing Analytically. Fort Worth: Harcourt Brace 1997. [pdf]

Zinn, Howard. "American Ideology." Declarations of Independence: A Cross-examining American Ideology. New York: Harper & Row, 1990. [pdf]

Zinn, Howard. "Columbus, the Indians, and Human Progress." A People's History of the United States: 1492 - Present. New York: HaperCollins, 1999. [pdf]

Assignment 1:
News Articles

Assignment 1: The Textual/Visual Analysis Essay [pdf Document]

Mainstream News Media

Click on the images below to see the larger images. You may read some of the articles online or on pdf file by clicking on the links.

	Batnesar, Romesh. "Awstruck." Time. March31, 2003. [pdf]
	"Bombing Iraq." Time. March 31, 2003.
	"Why They Hate Us: The Roots of Islamic Rage and What We Can Do About It" in Newsweek. October 15, 2001. [link]
	"The Enemy Below." Newsweek. Novermber 5, 2001.
	"Afghanistan Under Attack." Newsweek. October 29, 2001.

Assignment 2: Resources

Assignment 2: The Texual Analysis Essay [pdf Document]

Conference Schedule for November 17-25th: [pdf]

Mainstream and Alternative News Articles: Some suggested pairings of mainstream media sources to alternative media souces for Assignment 2. [link]

Alternative Media Websites
(in alphabetical order)

AlterNet
www.alternet.org. A project of the Independent Media Institute. Includes some of the best alternative points of view on social issues.

Common Dreams News Center
www.commondreams.org. Alternative analysis and best of the mainstream press.

Cursor
www.cursor.org. A critical look at the media on international issues.

Democracy Now News
www.democracynow.org. Daily radio show. Audio and video are useful for contrasting with mainstream news.

Fairness and Accuracy in Reporting
www.fair.org. Excellent articles critiquing mainstream media coverage of the crisis. Good links.

Foreign Policy in Focus
www.fpif.org. Valuable background readings on foreign policy issues.

Independent Media Center
www.indymedia.org. Immediate reporting of anti-war protests and resources for linking the current crisis to issues of global inequality.

The Iraq Journal
www.iraqjournal.org. Reports directly from Iraq as well as links to alternative sources of information on Iraq.

Media Workers Against the War
www.mwaw.org. A British site offers alternative perspectives on the current war.

The Nation
www.thenation.org. Provocative articles on the crisis. Some classroom-friendly. Helpful links.

The Progressive
www.progressive.org. Excellent, readable articles on the war and loss of civil liberties.

War Times
www.war-times.org. A free paper with clear writing, available for bulk distribution.

Z Magazine and Z Net
www.zmag.org. Articles, reviews, and resources from a progressive perspective.

Syllabus for the Sociology Course: Culture and Society

SOC419 s.851

Culture and Society

Winter 2006

MTWRF 9-11:50 a.m.

TBA

Instructor: Samantha Kwan

Office: Social Sciences 436C

Office Hours: By appointment only

Email: skwan@u.arizona.edu

Phone: (520) 621-3531

Course Description

This course provides a general overview of the sociology of culture. It will introduce you to the major theoretical frameworks and key themes in this growing field. We begin with basic conceptual questions about the definition and importance of culture as a dimension of social life. We then explore various theoretical approaches to understanding culture, including the Marxist, Durkheimian, and Weberian perspectives. With this theoretical grounding, we examine social processes involved in the production and reception of culture. Finally, we turn to the intersection of culture and social structure, including how culture shapes class, race, and gender interactions and identities.

Course Materials

The main text for this course is:

Griswold, Wendy. 2004. Culture and Societies in a Changing World, 2^ndEdition. Thousand Oaks, CA: Pine Forge Press.

Other required readings are located on the University of Arizona’s Desire2Learn (D2L) website. Students should log in at http://d2l.arizona.edu/. They should check the website regularly for announcements and other important course information. Lecture slides will be made accessible through D2L.

Course Requirements

Participation 10%

Quizzes (5 quizzes @ 2% each) 10%

Journal (7 entries @ 5% each) 35%

Midterm Exam 20%

Final Exam 25%

100%

The participation grade is based on active, thoughtful, and respectful participation. Students are expected to attend all classes, arrive on time, and to discuss the assigned readings and course materials. 5% of the participation grade will be based on attendance and 5% will be based on individual contribution or contribution through in-class group work. Although students are not expected to speak every class, they are expected to contribute on a regular basis.

Quizzes will be given in six classes. These 20-minute quizzes are based on the class materials and required readings. They test whether students are attending lectures, comprehending course materials, and keeping up with the materials. Although they are considered “pop-quizzes,” they are usually announced a class-day in advance. The format of the quizzes is short answers. Students will take 6 quizzes and only the top 5 quiz grades will count towards their final quiz grade.

Students must complete a journal comprised of 7 entries. Journal entries are designed so that students engage closely and analytically the course concepts and see the many ways these concepts surround them in their daily lives. Please see the journal guidelines for further details, including the due date and late policy.

The midterm and final exams evaluate knowledge of the key concepts and main arguments covered in the readings, lectures, discussions, and films. The format of the tests is true/false, multiple choice, short answers, and/or short essay.

Course Grades

Course grades are assigned as follows:

A 90-100%

B 80-89%

C 70-79%

D 60-69%

E < 59%

Academic Integrity, Classroom Behavior, Special Needs, and Class Absences

Please see the attached statement provided by the Department of Sociology on official policies on academic integrity, classroom behavior, special needs, and officially excused absences.

A Caveat: Readings/Workload

This is an upper-division reading-intensive course with a heavy yet reasonable workload. Although the readings have been reduced for presession, students are still expected to read about 40 pages per day. Students must complete the reading before the date for which it is assigned. Student should keep up with the readings and plan accordingly. All readings are mandatory unless indicated as optional. Optional readings often provide the backbone of the lecture.

References

Below are several references that students may find helpful throughout the course. These are works covering key theories and concepts in the sociology of culture. A leading culture journal is Poetics which publishes empirical work on culture by sociologists. Students can access this journal through the University of Arizona library catalogue.

Alexander, Jeffrey and Steven Seidman, eds. 1990. Culture and Society: Contemporary Debates. New York: Cambridge University Press.

Bennett, Andy. 2005. Culture and Everyday Life. London: Sage Publications.

Bennett, Andy and Elizabeth B. Silva, eds. 2003. Contemporary Culture and Everyday Life. Durham, NC: Sociology Press.

Bennett, Tony, Lawrence Grossberg, and Meaghan Morris, eds. 2005. New Keywords: A Revised Vocabulary of Culture and Society. Malden, MA: Blackwell.

Crane, Diana, ed. 1994. The Sociology of Culture: Emerging Theoretical Perspectives. Cambridge, MA: Blackwell.

Hall, John R., Mary Jo Nietz, and Marshall Battani. 2003. Sociology on Culture. New York: Routledge.

Inglis, David and John Hughson. 2003. Confronting Culture: Sociological Vistas. Cambridge, UK: Polity Press.

Jacobs, Mark D. and Nancy Weiss Hanrahan, eds. 2005. The Blackwell Companion to the Sociology of Culture. Cambridge, MA: Blackwell.

Smith, Phillip, ed. 1998. The New American Cultural Sociology. Cambridge, UK: Cambridge University Press.

Spillman, Lyn, ed. 2002. Cultural Sociology. Malden, MA: Blackwell.

Williams, Raymond. 1981. The Sociology of Culture. New York: Schocken Books.

Syllabus Changes

The following policy has been approved by the University Faculty Senate. The information contained in this course syllabus other than the grade and absence policies may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.

Course Schedule

I. Introduction

M December 18 Course Introduction

- Introductions

- Go over syllabus

- Go over journal assignment

Introduction to Culture

- Williams, Raymond. 1983. “Culture.” Pp. 63-69 in Keywords: A Vocabulary of Culture and Society. New York: Oxford University Press. [Distributed in Class]

- Becker, Howard S. 1982. “Culture: A Sociological View.” Yale Review 71: 513-527. [OPTIONAL]

- Peterson, Richard A. 1979. “Revitalizing the Culture Concept.” Annual Review of Sociology 5: 137-66. [OPTIONAL]

- Sewell, William H. 1999. “The Concept(s) of Culture.” Pp.35-61 in Beyond the Cultural Turn: New Directions in the Study of Society and Culture, edited by Victoria Bonnell and Lynn E. Hunt. Berkeley, CA: University of California Press. [OPTIONAL]

- Spillman, Lyn. 2002. “Introduction: Culture and Cultural Sociology.” Pp.1-15 in Cultural Sociology, edited by Lyn Spillman. Malden, MA: Blackwell. [OPTIONAL]

T December 19 Perspectives on Culture: Humanities versus Social Sciences

- Griswold, “Chapter 1: Culture and the Cultural Diamond,” pp.1-20.

II. Theoretical Approaches

The Cultural Diamond, Cultural Meaning, and Reflection Theory

- Griswold, “Chapter 2: Cultural Meaning,” pp.21-30.

Cultural Marxism

- Griswold, “Chapter 2: Cultural Meaning,” pp.30-35

- Williams, Raymond. 2002 (1980). “Base and Superstructure.” Pp.56-62 in Cultural Sociology, edited by Lyn Spillman. Malden, MA: Blackwell. [OPTIONAL]

- Willis, Paul. 1990 (1979). “Masculinity and Factory Labor.” Pp.183-195 in Culture and Society: Contemporary Debates, edited by Jeffrey C. Alexander and Steven Seidman. New York: Cambridge University Press. [OPTIONAL]

W December 20 Functionalism

- Griswold, “Chapter 2: Cultural Meaning,” pp.35-39

- Griswold, “Chapter 3: Culture as Social Creation,” pp.52-60

- Durkheim, Emile. 2002 (1915). “The Meaning of Religion.” Pp.346-348 in The Meaning of Sociology: A Reader, 7^thEdition, edited by Joel M. Charon. Upper Saddle River, NJ: Prentice Hall.

Weber on Culture

- Griswold, “Chapter 2: Cultural Meaning,” pp.39-44

- Weber, Max. 2004 (1905). “The Protestant Ethic and the Spirit of Capitalism.” Pp.345-350 in Seeing Ourselves: Classic, Contemporary, and Cross-Cultural Readings in Sociology, edited by John J. Macionis and Nijole V. Benokraitis. Upper Saddle River, NJ: Prentice Hall.

Th December 21 Culture as (Coherent) Systems

- Geertz, Clifford. 1990 (1972). “The Balinese Cockfight as Play.” Pp.113-121 in Culture and Society: Contemporary Debates, edited by Jeffrey Alexander and Steven Seidman. New York: Cambridge University Press.

- Geertz, Clifford. 2000 (1973). “Thick Description: Toward an Interpretive Theory of Culture.” Pp.63-67 in Cultural sociology, edited by Lyn Spillman. Malden, MA: Blackwell. [OPTIONAL]

Culture as Practice

- Griswold, “Chapter 2: Cultural Meaning,” pp.44-51

- Swidler, Ann. 2001. “Chapter 1: Finding Culture” and “Chapter 2: Repertoires.” Pp.11-40 in Talk of Love: How Culture Matters. Chicago, IL: University of Chicago Press.

- Swidler, Ann. 1986. “Culture in Action: Symbols and Strategies.” American Sociological Review 51(2): 273-86. [OPTIONAL]

III. The Production and Reception of Culture

F December 22 Production of Culture and Cultural Innovation

- Griswold, “Chapter 3: Culture as a Social Creation,” pp.60-77.

- Griswold, “Chapter 4: The Production, Distribution, and Reception of Culture,” pp.78-91.

- Hirsch, Paul M. 1972. “Processing Fads and Fashions: An Organization-Set Analysis of Cultural Industry Systems.” American Journal of Sociology 77(4): 639-659.

- Becker, Howard S. 2002 (1982). “Art Worlds.” Pp.178-188 in Cultural Sociology, edited by Lyn Spillman. Malden, MA: Blackwell. [OPTIONAL]

- DiMaggio, Paul. 1977. “Market Structure, the Creative Process, and Popular Culture: Toward an Organizational Reinterpretation of Mass-Culture Theory.” Journal of Popular Culture 9(1): 97-116. [OPTIONAL]

- Fine, Gary Alan. 1979. “Small Groups and Culture Creation: The Idioculture of Little League Baseball Teams.” American Sociological Review 44: 733-45. [OPTIONAL]

- Fine, Gary Alan. 1992. “The Culture of Production: Aesthetic Choices and Constraints in Culinary Work.” American Journal of Sociology 97(5): 1268-94. [OPTIONAL]

- Peterson, Richard A. 1990. “Why 1955? Explaining the Advent of Rock Music.” Popular Music 9(1): 97-116. [OPTIONAL]

- Peterson, Richard A. and N. Anand. 2004. “The Production of Culture Perspective.” Annual Review of Sociology 30: 311-34. [OPTIONAL]

M December 25 Christmas Holidays – No Class

T December 26 Christmas Holidays – No Class

W December 27 Reception of Culture and Cultural Interpretation

- Griswold, “Chapter 4: The Production, Distribution, and Reception of Culture,” pp.91-106

- Schudson, Michael. 1989. “How Culture Works: Perspectives from Media Studies on the Efficacy of Symbols.” Theory and Society 18: 153-180.

- Griswold, Wendy. 1987. “The Fabrication of Meaning: Literary Interpretation in the United States, Great Britain, and the West Indies.” American Journal of Sociology 92(5): 1077-1117. [OPTIONAL]

- Press, Andrea L. 1994. “The Sociology of Cultural Reception: Notes Toward an Emerging Paradigm.” Pp.221-245 in The Sociology of Culture: Emerging Theoretical Perspectives, edited by Diana Crane. Cambridge, MA: Basil Blackwell Ltd. [OPTIONAL]

Th December 28 Midterm

- Midterm exam review

- Midterm exam

- Midterm course evaluation

IV. Culture and Social Structure

F December 29 Class, Distinction, and Cultural Capital

- Bourdieu, Pierre. 2000 (1974). “The Aesthetic Sense as the Sense of Distinction.” Pp.205-211 in The Consumer Society Reader, edited by Juliet B. Schor and Douglas B. Holt. New York: The New Press.

- Lamon, Michèle and Annette Lareau. 1988. “Cultural Capital: Allussions, Gaps and Glissandos in Recent Theoretical Developmnets.” Sociological Theory 6: 153-168.

- DiMaggio, Paul and John Mohr. 1985. “Cultural Capital, Educational Attainment, and Marital Selection.” American Journal of Sociology 90(6): 1231-1261.

- Erickson, Bonnie H. 1995. “Culture, Class, and Connections.” American Journal of Sociology 102(1): 217-251. [OPTIONAL]

- Holt, Douglas B. 1998. “Does Cultural Capital Structure American Consumption?” Journal of Consumer Research 25(1): 1-25. [OPTIONAL]

- Alvarez, Louis and Andrew Kolker. 2001. People Like Us: Social Class in America. Washington, DC: Center for New American Media. [FILM]

M January 1 New Year’s Day Holiday – No Class

T January 2 Class, Culture, and Social Boundaries

- Bryson, Bethany. 1996. “‘Anything but Heavy Metal’: Symbolic Exclusion and Musical Dislikes.” American Sociological Review 61: 884-99.

- Peterson, Richard A. and Roger M. Kern. 1996. “Changing Highbrow Taste: From Snob to Omnivore.” American Sociological Review 61: 900-907.

W January 3 Race and American Culture

- DuCille, Ann. 2000. “Toy Theory: Black Barbie and the Deep Play of Difference.” Pp. 258-278 in The Consumer Society Reader, edited by Juliet B. Schor and Douglas B. Holt.

- Omi, Michael. 1989. “In Living Color: Race and American Culture.” Pp.111-122 in Cultural Politics in Contemporary America, edited by Ian Angus and Sut Jhally. New York: Routledge.

- Lee, Orville. 2005. “Race After the Cultural Turn.” Pp.234-250 in The Blackwell Companion to the Sociology of Culture, edited by Mark D. Jacobs and Nancy Weiss Hanrahan. Cambridge, MA: Blackwell. [OPTIONAL]

Th January 4 Race, Discrimination, and Stereotyping

- Binder, Amy. 1993. “Constructing Racial Rhetoric: Media Depictions of Harm in Heavy Metal and Rap Music.” American Sociological Review 58(6): 753-67.

- Feagin, Joe R. 1991. “The Continuing Significance of Race: Antiblack Discrimination in Public Places.” American Sociological Review 56: 101-116.

- Glassner, Barry. 1999. “Black Men: How to Perpetuate Prejudice Without Really Trying.” Pp.107-127 in The Culture of Fear. New York: Basic Books.

F January 5 Gender, Popular Culture, and Sexuality

- Review and apply the cultural diamond

- Jhally, Sut. 2005. Dreamworlds 3: Desire, Sex, and Power in Music Video. Northampton, MA: Media Education Foundation. [FILM]

M January 8 Gender, Culture, and the Body

- Bordo, Susan. “Hunger as Ideology.” Pp. 99-114 in The Consumer Society Reader, edited by Juliet B. Schor and Douglas B. Holt.

- Pope, Harrison G., Jr., Katharine A. Phillips and Roberto Olivardia. 2000. “The Rise of the Adonis Complex: Roots of the Male Body Obsession.” Pp.27-61 in The Adonis Complex: The Secret Crisis of Male Body Obsession. New York: The Free Press.

- Kilbourne, Jean and Sut Jhally. 2000. Killing Us Softly 3. Northampton, MA: Media Education Foundation. [FILM]

T January 9 Final

- Journals due

- Final exam review

- Course evaluations

- Final exam

SOC419 s.851

Culture and Society

Winter 2006

Course Calendar

Monday

Tuesday

Wednesday

Thursday

Friday

December 18

Course Introduction

Introduction to Culture

December 19

Perspectives on Culture

Cultural Diamond, Cultural Meaning, and Reflection Theory

Cultural Marxism

December 20

Functionalism

Weber on Culture

December 21

Culture as (Coherent) Systems

Culture as Practice

December 22

Production of Culture and Cultural Innovation

December 25

CHRISTMAS HOLIDAYS – NO CLASS

December 26

CHRISTMAS HOLIDAYS – NO CLASS

December 27

Reception of Culture and Cultural Interpretation

December 28

Midterm Exam Review

MIDTERM EXAM

Midterm Course Evaluations

December 29

Class, Distinction, and Cultural Capital

January 1

NEW YEAR’S DAY HOLIDAY – NO CLASS

January 2

Class, Culture, and Social Boundaries

January 3

Race and American Culture

January 4

Race, Discrimination, and Stereotyping

January 5

Gender, Popular Culture, and Sexuality

January 8

Gender, Culture, and the Body

January 9

JOURNALS DUE

Final Exam Review

Course Evaluations

FINAL EXAM

http://www.u.arizona.edu/~skwan/SOC419%20Syllabus%20(Winter%202006).pdf

Syllabus for the Individuals & Societies Course: Gender and Contemporary Society

INDV 102: Gender and Contemporary Society
Fall 2003
Wed/Fri ILC 130

Instructor:            Louise Marie Roth
                           433 Social Science Building
E-mail:               lroth@email.arizona.edu
Office Hours:       Wednesday 11-12
Course website:   http://www.ic.arizona.edu/~ind102/

Teaching Assistants:
Matthew Brashears (Section 22)                                     mbrashea@email.arizona.edu
Jamie Dolan (Sections 31 and 94)                                   jdolan@u.arizona.edu
Samantha Kwan (Sections 28 and 29)                            skwan@email.arizona.edu
Christina Liu (Sections 23 and 24)                                  cliu@u.arizona.edu
Rachael Neal (Section 30)                                              rsn@email.arizona.edu
Christine Sheikh (Sections 25 and 26)                             sheikh@u.arizona.edu

Course Description
This course provides a general overview to the sociology of gender. We will examine the impact of social structures, conditions, and ideologies on our attitudes and beliefs about gender. We will also analyze how competing theories account for gender inequality and their application to specific substantive issues in the sociology of gender.

Required Texts
Claire M. Renzetti and Daniel J. Curran, Women, Men, and Society, 5th Edition with
Research Navigator Guide (R & C)
Anne Minas, Gender Basics: Feminist Perspectives on Women and Men, 2nd Edition
(GB)

I expect you to do all of the assigned reading, and will test you on it. You should
complete the week?s readings before your discussion section meets.

A Note on Academic Integrity
Integrity is expected of every student in all academic work. The guiding principle of
academic integrity is that a student?s submitted work must be the student?s own. This
principle is furthered by the student Code of Conduct and disciplinary procedures
established by ABOR Policies 5-308-5-403, all provisions of which apply to all
University of Arizona students. Conduct prohibited by the Code consists of all forms of
academic dishonesty, including cheating, fabrication, facilitating academic dishonesty,
and plagiarism.

Disclaimer (IMPORTANT - PLEASE READ)
This course covers controversial issues and sometimes involves graphic and explicit
material. If you anticipate any moral or religious objections to this type of material, then you must speak to me within the first week of class.

Course Requirements
You are required to attend two lecture sessions and one discussion section per week.
Quizzes will take place during the discussion sections. In weeks where you do not have a quiz, there will be an assignment for you to bring to class to contribute to the discussion.
You are expected to actively participate in discussion sections and to contribute analytically and with a sociological rather than a personal perspective. Informed an insightful participation will positively affect your grade. Remember that this is not a
talk show or group therapy.

Your Grade
Your grade will be based on 4 out of 6 quizzes, an in-class midterm, two short written
research assignments, and a final exam. All readings are mandatory and will be tested
on the quizzes and exams.

   The break-down of your grade will be as follows:
                        4 of 6 quizzes:                   15%
                        In-class midterm:               20%
                        2 Research assignments:    20% each
                        Final exam:                        25%

We will drop your two lowest quiz grades. There will be absolutely no make-up
quizzes. Students who miss the midterm or final without documented excuse will be
awarded a grade of zero for the missed assignment and will not be allowed to make up the
work. Enrollment in this course indicates compliance with this policy. I give no
extra/substitute credit assignments.

Quizzes
Each quiz will use true/false and/or multiple choice questions to test your understanding
of the readings. You should be reading for comprehension. The quizzes will ensure that
you have (a) read the material, and (b) understood the main arguments presented in each
reading. You can miss up to two quizzes, or drop your lowest two quizzes. If you miss a
quiz, there will be absolutely no make-up quizzes. The quiz schedule is on the last
page of this syllabus.

Midterm
The midterm exam will be composed of short answer questions based on the readings and
lectures. The midterm will be on Wed. Oct. 8 in class.

Research Papers
You will have two short (3 to 4 page) paper assignments, due Wed. Oct. 22 and Wed.
Nov. 19.

Final Exam
The final exam will be composed of short answer and essay questions based on the
readings and lectures.

DRC/SALT/CeDRR Registered Students
If any student in this course has a disability or other special need, and wishes to discuss
academic accommodations in this course, please see me and notify your TA before the
first quiz (see schedule below). If you are registered with DRC/SALT/CeDRR, I will
attempt to make whatever accommodations the center indicates is required. Please
inform your TA during the first discussion section if you will be needing a note-taker
so that he or she can recruit one for you.

The Meaning of Grades
Often students erroneously believe that a grade of A is automatic if they pay for the
course and complete the requirements. Your grade reflects some combination of your
effort and your innate ability in this subject area. I do not give higher grades to students
who beg or argue that their grade in this course will affect their entry into graduate
school.

?Do or do not. There is no try.? - Yoda.

I define the meaning of grades as follows:

A Excellent work. The work demonstrates a solid understanding, insight into
the material, and an ability to present ideas clearly. The work is outstanding.

       B    Good work. Above average, but not outstanding. The student has
       demonstrated that s/he understands the material and has fulfilled the course
       requirements. Ideas are presented reasonably clearly and concisely.

       C    Satisfactory work. The student has fulfilled the rudimentary requirements
       of the assignment, but the work is lacking in some area - lacked depth of
       comprehension, omitted some key aspect of the requirements, or the ideas are
       presented in a manner which is unclear and difficult to read (i.e. bad
       writing).

       D    Barely passable work. The work fails to meet many of the general
       requirements of the assignment. Usually the written work is also poorly
       written.

E There goes the money!

POLICY ON MIDTERM, AND PAPERS AND FINAL EXAM

Except in cases of serious illness or personal difficulties (e.g., serious illness in your
family), each assignment must be completed at the date and time scheduled. You are
responsible for keeping informed about changes in the schedule, which will be announced
in class. You are also responsible for finding out from another student what material was
covered in your absence. (In other words, I will not review previous lectures for students
who were absent, either in class, during office hours or by e-mail.)

In case of serious illness or personal difficulties, you must notify your TA BEFORE the
exam is scheduled or the paper is due. In all cases, we require written documentation
from a reliable source (e.g. doctor). As soon as possible, you and I will discuss a
revised schedule for missed course work. If you miss a significant amount of class
time we will decide whether withdrawal from the course is warranted. We will give
no extra/substitute credit assignments.

Students who cannot take an exam or complete the paper on time because of serious
illness or personal difficulties must follow the procedure described above to avoid
being penalized.

If you miss the midterm or final, there will be no make-up unless you follow the
procedure outlined above. If your written paper is late, your grade will be lowered 2/3 of
a grade per day (e.g. B to C+) for each day it is late up to 3 days beyond the due date.
After the third day, no papers will be accepted. Late papers must be dated and time
stamped by someone in the sociology department reception area before being placed
in your TA?s mailbox. Days when we do not have class (i.e. Mondays, Tuesdays and
Thursdays) count as days late.

If you miss a quiz, there will be absolutely no make-up quizzes. You must take the
quizzes with YOUR ASSIGNED SECTION (or at the same time as your section, if
you take your quizzes at the DRC)

First Class Introduction and Overview of Course Requirements

Week 1    Biosocial and Evolutionary Perspectives
       R&C Chapter 2, ?Biology, Sex and Gender: The Intersection of Nature and Environment?
                  Chapter 3, ?Ancestors and Neighbors: Social Constructions of Gender at Other Times, in Other Places?

Week 2    Who Should be Equal to Whom? The Intersection of Race, Class and Gender
        GB        Peggy McIntosh, ?White Privilege and Male Privilege?
                    Audre Lorde, ?Women Responding to Racism?
                    Robert Daseler, ?Asian Americans Battle ?Model Minority? Stereotype?
                    U.S. Commission on Human Rights, ?Indian Tribes: A Continuing Quest for Survival?
                    Susan Wendell, ?The Flight from the Rejected Body?
                    Suggested Moral of Part I (p. 68)

Discussion sections: Quiz #1

Week 3 Early Childhood Socialization
R&C Chapter 4, ?Early Childhood Gender Socialization?

Week 4    Gender, Language and the Mass Media
       R&C Chapter 6, ?The Great Communicators: Language and the Media?
       GB      Karen L. Adams and Norma C. Ware, ?Sexism and the English Language: The Linguistic Implications of Being a Woman?
                  bell hooks, ?Talking Back?

Discussion sections: Quiz #2

Week 5    Gender and Beauty Ideals
      GB      Naomi Wolf, ?Hunger?
                 Diana Dull and Candace West, ?Accounting for Cosmetic Surgery: The Accomplishment of Gender?
                 Paulette M. Caldwell, ?A Hair Piece: Perspectives on the Intersection of Race and Gender?
                 Suggested Moral of Part II (p. 108)

Wednesday, October 8: MIDTERM (in class)

Week 6    Gender in the Workplace
       GB        Hilary M. Lips, ?Women and Power in the Workplace?
                    Lillian Comas-Diaz and Beverly Greene, ?Tokenism and Stereotyping: Objectification?
                    Stan Gray, ?Sharing the Shop Floor?
                    Christine L. Williams, ?The Glass Escalator: Hidden Advantages for Men in the ?Female? Professions?
                    Grace Chang, ?Undocumented Latinas: The New ?Employable Mothers??
                    Suggested Moral of Part III (p. 174)

Week 7 Gender, the Family, and Intimate Relationships
        GB        Beth E. Richie and Valli Kanuha, ?Battered Women of Color in Public Health Care Systems: Racism, Sexism, and Violence?
                     Arlie Hochschild with Anne Machung, ?The Second Shift?
                     Scott Coltrane, ?Stability and Change in Chicano Men?s Family Lives?
                     Patricia Hill Collins, ?Black Women and Motherhood?

Discussion sections: Quiz #3

Wednesday, October 22 Research Paper #1 Due

Week 8    Sex and Sexuality
        GB        M. Rochlin, ?The Language of Sex: The Heterosexual Questionnaire?
                      Robert Baker, ?The Language of Sex: Our Conception of Sexual Intercourse?
                      Mercedes Steedman, ?Who?s On Top? Heterosexual Practices and Male Dominance During the Sex Act?
                      Richard Mohr, ?The Outing Controversy: Privacy and Dignity in Gay Ethics?
                      Marilyn Frye, ?Lesbian ?Sex??
                      Cornel West, ?Black Sexuality: The Taboo Subject?
                      Suggested Moral of Part VI (p. 322)

Week 9    Rape and Sexual Harassment
        GB        Tim Beneke, ?Men on Rape?
                      Robin Warshaw, ?I Never Called It Rape?
                      Peggy Reeves Sanday, ?Pulling Train?
                      Unknown, ??The Rape? of Mr. Smith?
                      Larry May, ?Sexual Harassment and Solidarity?
                      Suggested Moral of Part VII

Discussion sections: Quiz #4

Week 10   Sex for Sale I: Prostitution
       GB       Lars O. Ericsson, ?Charges Against Prostitution: An Attempt at a Philosophical Assessment?
                   Carole Pateman, ?Defending Prostitution: Charges Against Ericsson?

Week 11 Sex for Sale II: The Pornography Debates
        R&C       Pp. 285-288 and Box 9.3 on p. 289 in Chapter 9, ?Gender, Crime and Justice?
        GB          Catharine MacKinnon, ?Francis Biddle?s Sister: Pornography, Civil Rights, and Speech?
                        David Steinberg, ?The Roots of Pornography.?

Wednesday, November 19 Research Paper #2 Due

Discussion sections: Quiz #5

Week 12   Fertility Control: Contraception and Abortion
      GB      St. Thomas Aquinas, ?The Purpose of Sex?
                 Don Marquis, ?Why Abortion is Immoral?
                 Judith Jarvis Thomson, ?A Defense of Abortion?
                 Susan Sherwin, ?Abortion?
                 Brenda Timmins, ?What About Us??

Discussion sections: Quiz #6

THANKSGIVING HOLIDAY
Wednesday November 26 NO CLASS
Thurs. Nov. 27/Fri. Nov. 28 NO CLASS OR DISCUSSION SECTIONS

Week 13   Reproduction: Hi Tech/Low Tech
(Wed. Dec. 3, Wed. Dec. 5)
       GB        Gloria Steinem, ?If Men Could Menstruate?
                    Christine Overall, ?Childbirth?
                    Francie Hornstein, ?Children by Donor Insemination: A New Choice for Lesbians?
                    Jonathan Glover et al., ?The Ethics of Surrogacy?
                    Jonathan Glover et al., ?Having Children and the Market Economy?

Week 14 Study Week
Wed. Dec. 10: NO CLASS {TAs available for office hours}

Final Exam: Sections 22-26 (2:00-2:50 lecture) Wed. Dec. 17, 2:00-4:00
Sections 28-31, 94 (3:00-3:50 lecture) Fri. Dec. 12, 2:00-4:00

QUIZ SCHEDULE
All quizzes must be taken during your discussion section.

Quiz #1 Thurs. Sept. 11 or Fri. Sept. 12 (Weeks 1 and 2)

Quiz #2 Thurs. Sept. 25 or Fri. Sept. 26 (Weeks 3 and 4)

Quiz #3 Thurs. Oct. 16 or Fri. Oct. 17 (Weeks 6 and 7)

Quiz #4 Thurs. Oct. 30 or Fri. Oct. 31 (Weeks 8 and 9)

Quiz #5 Thurs. Nov. 13 or Fri. Nov. 14 (Weeks 10 and 11)

Quiz #6 Thurs. Nov. 20 or Fri. Nov. 21 (Week 12)

http://www.ic.arizona.edu/~ind102/syllabus.htm

Syllabus for the Individuals & Societies Course: Many Ways of Being Human Special Focus on Race

INDV 102: Many Ways of Being Human

Special Focus on RACE

Professor Jennifer Roth-Gordon

University of Arizona

Spring 2005

Class Time/Location:	M/W 11:00-11:50 Chavez Building 111 Website: www.u.arizona.edu/~jenrothg/courses/INDV102
My Contact Information:	Email: jenrothg@email.arizona.edu Office Hours: Mondays 12:00-3:00; Haury 301 Office Phone: 626-0696
Section Times/Location:	05: F 11:00 Thea Strand PAS 318 06: F 11:00 Michael Wroblewski EDUC 441A 07: F 1:00 Thea Strand M LNG 302 08: F 1:00 Michael Wroblewski M LNG 306
Teaching Assistant Info:	Thea Strand Email: tstrand@email.arizona.edu Office Hours: T 9:00-10:30, W 1:00-2:30; Haury 317 Michael Wroblewski Email: wroblews@email.arizona.edu Office Hours: M 12:00-3:00; Haury 317
Preceptor Info:	Email: indv102raceprecp@listserv.arizona.edu
Website Info:	Class: www.u.arizona.edu/~jenrothg/courses/INDV102 E-Reserves: http://eres.library.arizona.edu/ Discussion Board: http://d2l.arizona.edu

Course Description:

This class brings personal experience and critical thinking together in an intellectually stimulating and frank exploration of race in American society. Do Americans talk about race all the time or not enough? How is the idea of race woven into the fabric of our nation? How does it shape our daily life and our sense of self? How does it structure inequality in our society? We draw from the fields of Anthropology and Ethnic Studies to explore the meaning of race, racial identity, and racism.

This is an introductory level class, designed for students with no previous background in the study of race and ethnicity. We will cover a broad range of people and experiences in this class, and all students will find a way to think through their own identities, experiences, and beliefs in the course readings and materials. This class is an opportunity for students to join a safe and stimulating space where they will be personally challenged. All students will be encouraged to develop their thinking, writing, and presentation skills as we work through this complicated issue.

Course Goals:

This class is designed to develop general education skills that will help students throughout their academic careers. In addition, students will be learning about a topic of deep personal relevance and global significance. By the end of this class, all students should be able to:

Think critically about their own racial position, recognize and appreciate racial experiences that differ from their own, and explain the significance of race in today’s world.

Express their own thoughts, ideas, and experiences in constructive, intellectual dialogue that draws on and addresses scholarly research and theory on the topic at hand.

Conduct a research project of their own design that adds to our understanding of race and racism in American society.

Course Requirements:

Attendance and Participation:

The class format includes both lecture and discussion, and your participation is vital to the success of this class. Attendance is mandatory at both lecture and section. You must sign in with your TA before the start of each class. You are allowed no more than two unexcused absences for this class over the course of the semester. Three latenesses will count as one absence. Students who miss more than four classes (lectures or sections) without contacting their TA or the professor will be automatically dropped from the class. Extra credit will be given to students who have a perfect attendance record at the end of the semester. In addition, students will have the opportunity to earn extra credit by volunteering for optional in-class and online presentations of their work. Attendance and participation in class and section are worth 15% of your final grade.

You will need to actively participate in this course. This involves keeping up with required readings, participating in our online discussion boards, turning in frequent writing assignments, and contributing to class discussion. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

There will be periodic pop quizzes both in section and lecture that will help ensure that students are keeping up with the assigned readings and their sections’ discussion board. Please keep in mind that the purpose of this class is to promote an honest exchange of ideas and experiences and to attempt to learn about this important issue together. When you fail to keep up with readings, fall behind on the online discussion board, and/or miss class, you are unable to productively contribute to our discussions, and we all lose. Please stay on top of the assignments and seek help from the professor, TAs, or undergraduate preceptors before you get into trouble. If you fail to turn in any assignment (for any reason) without contacting your TA within one week of the deadline, you may be dropped from the class.

Online Discussion Board:

In classes that take race as their topic, students often learn as much from each other as they do from the professor, assignments, and readings. In order to extend our classroom discussions and to expand your opportunities to share your thoughts and experiences, students will be required to participate in online discussion boards, which will be organized by section. You must have computer access to participate in this class. (Computers are available for your use in the library information commons as well as in several other locations on campus.) You will be asked to post approximately once a week, and your comments will be graded “√+,” “√,” or “√-” based on length and quality. A “√+” indicates an in-depth and insightful comment; a “√” indicates satisfactory commentary; you will receive a “√-“ if your comment is inappropriate, very minimal, or if you fail to comment at all. You must post at least 10 times over the course of the semester in 10 different weeks. You will receive extra credit if you post more often. Your TAs will keep you updated on your progress, and you will receive an online posts grade that is worth 15% of your final grade.

Your weekly comments should be around 200 words in length (a long single-spaced paragraph or half a page double-spaced). Your posts should address the topic for that week – bringing in your own personal experiences, your reflections on the readings, and/or any relevant examples from politics or popular culture. You MUST keep up with reading your fellow section-mates’ posts every week, and you should feel free to build on things they have said. This is an extension of our in-class discussions. It is especially helpful for those students who do not speak up often in class (for whatever reason) to contribute their ideas and experiences through this forum.

Your first post is due by Friday, January 28th – no exceptions.

Race Autobiography:

The first writing exercise for this class is a personal race autobiography. You will receive more detailed guidelines on this and all other assignments throughout the semester, and you should check the website frequently for advice and sample papers. This first assignment has three parts. You will begin by writing a 3 page autobiography highlighting race. It should be personal (about you and your experiences) and as creative as you’d like (including pictures, illustrations, etc.). For the second part of this assignment, you will take your personal race autobiography and turn it into a more critical, analytic essay that draws on class readings and makes a specific argument. This critical race autobiography should be 5 pages in length. After feedback from your TA, you will revise this essay one last time. If you receive an “A” on the critical race autobiography (part 2), you are excused from the third deadline and do not have to revise your essay. Students will be graded on each part of this assignment (10% each – total 30%). Please take note of the deadlines:

Personal Race Autobiography due February 4th

Critical Race Autobiography due February 25th

Revised Critical Race Autobiography due March 11th

Research Paper:

The majority of the semester will be spent working on a research paper of your own choosing. For this assignment, you will be asked to interview other people on their experiences with and/or ideas about race. The assignment will be broken into different parts, in order for you to receive feedback along the way, and you will be provided with detailed guidelines. For this assignment, you will get to focus on any aspect of this class that is most interesting to you or spend time on a related topic that we have not yet covered. The research paper must take your interview data and argue a specific point in a paper of 5-7 pages in length. You must meet with your TA no later than April 15 th to discuss your research topic. As with the first paper, if you receive an “A” on the research paper (part 3), you are excused from the last deadline and do not have to revise your essay. You will be graded on each stage of the project (abstract 5%, outline 5%, research paper 10%, revised research paper 20% – total 40%).

Abstract (brief proposal of what you will do) due March 25th

Outline due April 8th

Research Paper due April 22nd

Revised Research Paper due May 4th

Grading:

Class attendance, pop quizzes, and participation: 15%

Online discussion comments 15%

Race autobiography: 30%

Research paper 40%

Undergraduate Preceptors:

This class will participate in the undergraduate teaching teams preceptorship program. There will be a brief presentation at the beginning of the semester with more information. Students who wish to participate will work closely with the professor and the TAs. They will be available to help other students with their writing (listening to ideas, reading drafts) and also available to talk outside of class about the personal and political issues raised in discussions about race. You do not need to “know” more to become a preceptor: You just have to be willing to learn more! This is a great opportunity for students to get more involved in their college education. As a preceptor, you will receive an additional 2-3 units of academic credit. To receive this credit, you must enroll in one of the preceptor training courses: UNVR 197a, UNVR 297a, and UNVR 397a. Please see http://teachingteams.arizona.edu/students.htm for more information or talk to the professor. All students will benefit from the extra support the peer preceptors will provide.

There are many ways the undergraduate preceptors will help fellow students in this class. Most importantly, preceptors will maintain an “on-call” email listserv. This means that students can send quick questions and requests for help on writing assignments to the preceptor listserv 24 hours a day. This does not mean that you will get an immediate response at 2 am! It does mean that you do not have to wait until office hours or section to get answers to your questions and help with your writing. If you email a question or request for help, someone will get back to you within a reasonable time frame. Preceptors may be willing to meet you at the library to go over your ideas for a paper, help you when you are stuck, or give you feedback on a draft of an assignment. Please take advantage of this opportunity to either become a preceptor or learn from your fellow students!

“On-call” preceptor help: indv102raceprecp@listserv.arizona.edu

You will be writing a lot in this class!

In addition to sharing ideas in discussion and through lecture, you will be working through this topic by writing – a lot. The professor, TAs, and undergraduate preceptors are available to answer questions, work through your ideas, and help clarify and improve your writing. They are all dedicated to helping you develop skills that you will use throughout your college years (and beyond). Do not hesitate to contact them for help. At the same time, please be aware of your own role in preserving academic honesty and fairness. The professor and TAs are responsible for providing clear and useful information both in terms of course content and course expectations. We are also responsible for grading you fairly and keeping you up-to-date on your progress in this class. While we will help you along the way, you are responsible for staying on track and presenting yourown ideas, research, and writing. If you do not understand how to quote from readings and give proper credit to authors, please consult http://www.library.arizona.edu/library/type1/tips/data/plagiarism or ask for help. Plagiarism is a violation of academic integrity.

Required Texts: (available at the bookstore and on e-reserves)

Course Reader. You must purchase the reader from the bookstore, download and print the entire set of articles from e-reserves, OR photocopy all articles at the beginning of the semester.

To get to e-reserves: http://eres.library.arizona.edu/

The e-reserves password is indv102.

Class Schedule:

Section One: Why Race? What Racism?

Week 1: Introductions

W 1/12: Read the syllabus – carefully!

F 1/14: Read Welcome to INDV 102!

Week 2: What is Race?

M 1/17: Martin Luther King Jr. Holiday – no class.

W 1/19: Haney López, Ian F. 1998. Chance, Context, and Choice in the Social Construction of Race, in The Latino/a Condition: A Critical Reader, ed. by Richard Delgado and Jean Stefancic. New York: New York University Press. 9-16.

F 1/21: Graves, Joseph L. 2004. Introduction: The Problem, Simply Stated, in The Race Myth: Why We Pretend Race Exists in America. New York: Dutton. ix-xvi.

Begley, Sharon. 1995. Three is Not Enough. Newsweek. 2/13/95. Vol. 125, Issue 7.

Week 3: What is Racism?

M 1/24: Tatum, Beverly Daniel. 1997. “Defining Racism: ‘Can We Talk?’” in “Why Are All Black Kids Sitting Together in the Cafeteria?” And Other Conversations about Race. New York: Basic Books. 3-17.

W 1/26: Rubin, Lillian. 1998. “Is This a White Country, or What?” in Race, Class, and Gender in the United States: An Integrated Study, ed. by Paula S. Rothenberg. New York: St. Martin’s Press. ***

F 1/28: · Required film viewing of The Color of Fear, by Lee Mun Wah. Viewing sessions to be arranged.

First online post due before your section.

Week 4: Racial Equality: What would it mean?

M 1/31: Bell, Derrick A. 2000. After We’re Gone: Prudent Speculations on America in a Post-Racial Epoch, in Critical Race Theory: The Cutting Edge, ed. by Richard Delgado and Jean Stefancic. Philadelphia: Temple University Press. 2-8.

W 2/2: McIntosh, Peggy. 1998. White Privilege: Unpacking the Invisible Knapsack, in Race, Class, and Gender in the United States: An Integrated Study, ed. by Paula S. Rothenberg. New York: St. Martin’s Press. 165-169.

Kaufman, Cynthia. 2002. A User’s Guide to White Privilege. Radical Philosophy Review. 4: 1/2: 30-38.

F 2/4: Personal race autobiography due in section.

Last day to print out, xerox, or purchase all course readings. Please bring to section.

Section Two: Racial Identities and Experiences of Racism

Week 5: White Normalcy and Not-Quite-White “Ethnic” Experiences

M 2/7: Hall, Kim Q. 1999. My Father’s Flag, in Whiteness: Feminist Philosophical Reflections, ed. by Chris J. Cuomo and Kim Q. Hall. New York: Rowman & Littlefield Publishers, Inc. 29-35.

W 2/9: Conley, Dalton. 2001. Universal Freckle, or How I Learned to Be White, in The Making and Unmaking of Whiteness, ed. by Birgit Brander Rasmussen, Eric Klinenberg, Irene J. Nexica, and Matt Wray. Durham, NC: Duke University Press. 25-42.

F 2/11: DeSalvo, Louise. 2003. Color: White/Complexion: Dark, in Are Italians White? How Race is Made in America, ed. by Jennifer Guglielmo and Salvatore Salerno. New York: Routledge. 17-28.

Week 6: Experiences of Blackness

M 2/14: Delpit, Lisa. 1999. A Letter to My Daughter on the Occasion of Considering Racism in the United States, in Racism Explained to my Daughter, by Tahar Ben Jelloun. New York: The New Press. 174-193.

W 2/16: McCall, Nathan. 1994. Chapter 3 in Makes Me Wanna Holler: A Young Black Man in America. New York: Random House. 11-20.

F 2/18: Piper, Adrian. 1992. Passing for White, Passing for Black. Transition. 58: 4-32.

Week 7: Latinos/as and Black/White/Brown Experiences

M 2/21: Thomas, Piri. 1997. Brothers Under the Skin, in Growing Up Puerto Rican: An Anthology, ed. by Joy L. De Jesús. New York: Avon Books. 63-68.

Martínez, Elizabeth. 1998. A Word about the Great Terminology Question; For Whom the Taco Bell Tolls, in De Colores Means All of Us: Latina Views for a Multi-Colored Century. Cambridge, MA: South End Press. 1-3, 66-67.

Anzaldúa, Gloria. 1998. Borderlands, in The Latino/a Condition: A Critical Reader, ed. by Richard Delgado and Jean Stefancic. New York: New York University Press. 627-630.

W 2/23: Montoya, Margaret E. 1998. Masks and Acculturation, in The Latino/a Condition: A Critical Reader, ed. by Richard Delgado and Jean Stefancic. New York: New York University Press. 435-441.

F 2/25: Critical race autobiography due in section.

Week 8: Asian American Silence and Experiences of Silencing

M 2/28: Yamamoto, Traise. 1995. Different Silence(s): The Poetics and Politics of Location, in ReViewing Asian America: Locating Diversity, ed. by Wendy L. Ng, Soo-Young Chin, James S. Moy and Gary Y. Okihiro. Pullman: Washington State University Press. 137-145.

W 3/2: Tan, Amy. 1995. Mother Tongue, in Under Western Eyes: Personal Essays from Asian America, ed. by Garrett Hongo. New York: Anchor Books/Doubleday. 313-320.

F 3/4: Islam, Naheed. 1999. Race Markers Transgressors: Mapping a Racial Kaleidoscope within an (Im)migrant Landscape, in Encounters: People of Asian Descent in the Americas, ed. by Roshni Rustomji-Kerns. Lanham, MD: Rowman & Littlefield Publishers, Inc. 239-254.

Week 9: Native American Experiences of Invisibility

M 3/7: Meskin, Debra L. 1996. What Does One Look Like? in Dressing in Feathers: The Construction of the Indian in American Popular Culture, ed. by S. Elizabeth Bird. Boulder, CO: Westview Press. 281-284.

Squire-Hakey, Mariella. 1995. Yankee Imperialism and Imperialist Nostalgia: A View from the Inside, in American Mixed Race: The Culture of Microdiversity, ed. by Naomi Zack. Lanham, MD: Rowman & Littlefield Publishers, Inc. 221-228.

W 3/9: Garroutte, Eva Marie. 2003. What if My Grandma Eats Big Macs? Culture, in Real Indians: Identity and the Survival of Native America. Berkeley: University of California Press. 61-81.

F 3/11: Revised critical race autobiography due in section.

Vacation Week:

M 3/14 – F 3/18: Have a fun and productive spring break – think about your final paper!

Week 10: “What Are You?” and other Mixed-Race Questions

M 3/21: Root, Maria P. P. 2002. A Bill of Rights for Racially Mixed People, in Race Critical Theories: Text and Context, ed. by Philomena Essed and David Theo Goldberg. Malden, MA: Blackwell Publishers. 355-368.

W 3/23: Spickard, Paul R. 2000. What Must I Be? Asian Americans and the Question of Multiethnic Identity, in Asian American Studies: A Reader, ed. by Jean Yu-wen Shen Wu and Min Song. New Brunswick, NJ: Rutgers University Press. 255-269.

F 3/25: Abstract for research paper due in section.

Section Three: Everyday Race and Racism

Week 11: Racial Violence

M 3/28: Litwack, Leon F. 2000. America’s Shameful Pastime. George. July: 88-97.

W 3/30: Lee, Cynthia Kwei Yung. 2000. Race and Self-Defense: Toward a Normative Conception of Reasonableness, in Critical Race Theory: The Cutting Edge, ed. by Richard Delgado and Jean Stefancic. Philadelphia: Temple University Press. 204-210.

F 4/1: Blee, Kathleen M. 2002. Crossing a Boundary, in Inside Organized Racism: Women in the Hate Movement. Berkeley: University of California Press. 1-21.

Week 12: All-American?

M 4/4: Johnson, Kevin R. 1998. Melting Pot or Ring of Fire? in The Latino/a Condition: A Critical Reader, ed. by Richard Delgado and Jean Stefancic. New York: New York University Press. 427-430.

Johnson, Kevin R. 1998. Citizens as “Foreigners,” in The Latino/a Condition: A Critical Reader, ed. by Richard Delgado and Jean Stefancic. New York: New York University Press. 198-201.

W 4/6: Kim, Elaine H. 2000. Home is Where the Han Is: A Korean American Perspective on the Los Angeles Upheavals, in Asian American Studies: A Reader, ed. by Jean Yu-wen Shen Wu and Min Song. New Brunswick, NJ: Rutgers University Press. 270-289.

F 4/8: Outline for research paper due in section.

Week 13: Representations of Race

M 4/11: Farnell, Brenda. 2004. The Fancy Dance of Racializing Discourse. Journal of Sport & Social Issues. 28: 1: 30-55.

W 4/13: Fusco, Coco. 1995. The Other History of Intercultural Performance, in English is Broken Here: Notes on Cultural Fusion in the Americas. New York: The New Press. 37-63.

F 4/15: · Video: Ethnic Notions by Marlon Riggs.

Last day for (first) meeting with your TA to discuss your final paper.

Week 14: Racial Politics

M 4/18: Gallagher, Charles A. 2003. Playing the White Ethnic Card: Using Ethnic Identity to Deny Contemporary Racism, in White Out: The Continuing Significance of Racism, ed. by Ashley “Woody” Doane and Eduardo Bonilla-Silva. New York: Routledge. 145-158.

W 4/20: Gallagher, Charles A. 2003. Color-blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America. Race, Gender, and Class. 10: 4: 22.

F 4/22: Research paper due in section.

Week 15: Anti-Racism

M 4/25: Manifest. The Front Lines: Hip-Hop, Life, and the Death of Racism, in Are Italians White? How Race is Made in America, ed. by Jennifer Guglielmo and Salvatore Salerno. New York: Routledge. 144-158.

W 4/27: Lipsitz, George. 1998. Bill Moore’s Body, in The Possessive Investment in Whiteness: How White People Profit from Identity Politics. Philadelphia, PA: Temple University Press. vii-xx.

F 4/29: Yamamoto, Eric K. 2000. Rethinking Alliances: Agency, Responsibility, and Interracial Justice, in Critical Race Theory: The Cutting Edge, ed. by Richard Delgado and Jean Stefancic. Philadelphia, PA: Temple University Press. 455-463.

Week 16: Concluding Thoughts

M 5/2: Optional student presentations.

W 5/4: Revised research paper due in class.

Have a great summer break!

Syllabus for the Sociology Course: Collective Behavior and Social Movements

Students can earn credit for participating in and writing about protest rallies or movement events. The course website instructs students to pick an event listed on the website Tucson Peace Calender. Upcoming events listed on the site include those for Food Not Bombs and the Communist Party USA.

http://www.u.arizona.edu/~jlarson/Soc313/newsevent.html

[ s o c i o l o g y 3 1 3 ]

collective behavior & social movements

Instructor: Jeff Larson

E- mail: jlarson@u.arizona.edu

Office: Social Science Bldg. rm. 416

Phone: 621-1504

Office Hours: MW 11:00-12:00

Fall 2006

MWF 10:00-10:50

Harvill Bldg. 101

Why do people protest? Early answers to this question grew out of a fear of “the crowd,”

seen as an anti-democratic storm of mass hysteria, hurtling out of control. Sociologists

later began to appreciate the democratic character of movements and the difficulties they

face in organizing people, mobilizing resources, and challenging powerful governments.

Some movements, notably the U.S. Civil Rights Movement, are widely celebrated.

Others, especially when they turn violent, are feared. Why do protesters sometimes

become violent, and does it help or hurt their cause? Are conventional tactics like rallies

and marches more effective? These are some of the questions with which sociologists

wrestle and to which this course offers an introduction. We will study the historical

origins of what we today call social movements, their continuities and changes up to the

present, and the major theoretical frameworks that have emerged to explain them. Along

the way you will have several opportunities to study and even participate in the social

movements that interest you most.

r e a d i n g s

Texts (available at the campus bookstore):

Tarrow, Sidney. 1998. Power In Movement: Social Movements and Contentious Politics.

Cambridge: Cambridge University Press.

Tilly, Charles. 2004. Social Movements, 1786-2004. Boulder, CO: Paradigm Publishers.

Electronic Reserves:

All readings, except those in the above text s, can be found on the course website.

Course website:

http://www.u.arizona.edu/~jlarson/Soc313/

a s s i g n m e n t s & g r a d i n g

Independent Assignments (maximum 250 pts.)—Earn up to 250 points doing assignments

that match your interests. From the “assignments” section of the course website choose

an assignment that interests you. Carefully read the instructions for that assignment and

complete it by the deadline given. Each assignment has its own deadline and point value,

so try to choose assignments that fit your schedule. There is no guarantee that you’ll

receive the maximum value for any given assignment – you must earn it – so if you want

to earn more points, do another assignment! You can continue to accumulate points up to

a maximum of 250 and earn whatever grade you believe suits you. Late assignments will

be penalized 10% for each week past the deadline.

Reading Summaries and Questions (maximum 200 pts.; 10 pts. each)—For each reading,

you have the option of 1) writing a 350-word (approx.) summary of the reading or 2)

answering a list of (very easy) questions about that reading. Summaries/questions are

due in class on the day that we discuss the reading in question. The questions are

intended to do four things: direct your attention to important points in the reading, help

jump-start our class discussions, hold you accountable for each reading, and, hopefully,

make the readings a little bit easier and more interesting for you. However, some

students prefer to write summaries instead, so you may choose the method that works

best for you. These will not be accepted late.

Exams (400 pts.; 200 pts. each)—There will be two short-answer exams intended to test

your understanding of the readings and lectures. You will receive a study guide and we

will have a review session before each exam. The first exam will be Friday, October 13

during regular class time and the second will be during our scheduled final exam time,

Friday, December 8, 11:00-1:00.

Participation (150 pts.)—Randomly throughout the course we will have in-class

activities (discussion groups, exercises, etc.) for which you will receive credit just for

participating. This is one way I hope to encourage your regular attendance. Each activity

is worth 100 points divided by the total number of activities during the semester. The

other 50 possible points comes from anonymous peer evaluations from your discussion

group at the end of the course. These points cannot be made up and will only be waived

in extraordinary circumstances.

Indep. Assignments 250

Reading Questions 200

Exams 400

Participation 150

Total 1,000

Grading scale: A = > 900

B = 800 – 899

C = 700 – 799

D = 600 – 699

E = < 600

Absences—You are responsible for any information you miss. Contact fellow student s

(not me!) about assignments, notes, and announcements that you miss. If you know you

will be absent for an extraordinary reason – e.g., medical appointments, work-related

events, etc. – e-mail me well in advance. If you missed class due to an unforeseen

emergency, tell me as soon as possible and I’ll work with you.

Readings:

Discussio n grp. number:

Grades:

Grade sheet number:

s c h e d u l e

[why do people protest?] .................................................................

1. Classical Theories

2. Resource Mobilization

3. Political Process

4. Social Movements in History

Davies (1969)

McAdam (1986)

McAdam (1982)

Tarrow, ch. 5

Tilly, chs. 1-2

Tarrow, chs. 3-4

Students for a Dem. Society

[why are they disruptive or violent?] ..................................................

5. Organizational Structures

6. Tactics

Piven & Cloward (1977)

Tarrow, ch. 6

McAdam (1983)

Koopmans (1993)

[where do their beliefs come from?] ..................................................

7. Framing collective action

8. Institutionalism

9. Case Study: The Global Justice Movement

Bernstein (2002)

Armstrong (2002)

Ray (1998)

Marcos (2005)

Klein (2004)

Ayres (2004)

r e a d i n g s

Armstrong, Elizabeth. 2002. Forging Gay Identities: Organizing Sexuality in San Francisco,

1950-1994. Chicago, IL: University of Chicago Press.

Ayres, Jeffrey M. 2004. “Framing Collective Action against Neoliberalism: The Case of the

‘Anti-Globalization’ Movement.” Journal of World Systems Research 10(1): 11-34.

Bernstein, Mary. 2002. “The Contradictions of Gay Ethnicity: Forging Identity in Vermont.”

Pp. 85-104 in Social Movements: Identity, Culture, and the State, David S. Meyer,

Nancy Whittier, and Belinda Robnett, eds. New York: Oxford University Press, Inc.

Davies, James C. 1979 [1969]. “The J-Curve of Rising and Declining Satisfactions as a

Cause of Revolution and Rebellion.” Pp. 415-36 in Violence in America: Historical

& Comparative Perspectives, Graham and Gurr, Eds. Beverly Hills, CA: Sage

Publications.

Klein, Naomi. 2004. “Reclaiming the Commons.” Pp. 219-229 in A Movement of

Movements: Is Another World Really Possible? Tom Mertes, Ed. New York, NY:

Verso.

Koopmans, Ruud. 1993. “The Dynamics of Protest Waves: West Germany, 1965 to 1989.”

American Sociological Review 58: 637-658.

Marcos, Subcommandante. 2005. “Sixth Declaration of the Selva Lacandona.” Independent

Media Center.

McAdam, Doug. 1982. “The Political Process Model.” Pp. 36-59 and 65-116 in Political

Process and the Development of Black Insurgency, 1930-1970. Chicago, IL:

University of Chicago Press.

__________. 1983. “Tactical Innovation and the Pace of Insurgency.” American Sociological

Review 48: 735-754.

__________. 1986. “The Biographical Roots of Activism.” Pp. 35-65 in Freedom Summer.

New York, NY: Oxford University Press.

Piven, Frances Fox, and Richard A. Cloward. 1977. Poor People’s Movements: Why They

Succeed, How They Fail. Vintage Books: New York, NY.

Ray, Raka. 1998. “Women’s Movements and Political Fields: A Comparison of Two Indian

Cities.” Social Problems 45(1): 21-36.

Students for a Democratic Society. 1962. “Port Huron Statement.”

http://coursesa.matrix.msu.edu/~hst306/documents/huron.html. Accessed August

21, 2006.

Tarrow, Sidney. 1998. Power in Movement: Social Movements and Contentious Politics.

Cambridge: Cambridge University Press.

Tilly, Charles. 2004. Social Movements, 1786-2004. Boulder, CO: Paradigm Publishers.

u n i v . a n d d e p t . p o l i c i e s

[academic integrity]

Students are expected to observe the University’s Code of Academic Integrity.

The Code can be found at: http://dos.web.arizona.edu/uapolicies.

[behavior in the classroom]

Students are expected to observe the University’s Student Code of Conduct as it

pertains to classroom behavior (see http://dos.web.arizona.edu/uapolicies), and should

be familiar with University policies against threatening behavior by students (see

http://policy.web.arizona.edu/~policy/threaten.shtml).

[students with disabilities]

If you anticipate the need for reasonable accommodations to meet the requirements of

this course, you must register with the Disability Resource Center and request that the

DRC send me official notification of your accommodation needs as soon as possible.

Please plan to meet with me to discuss accommodations and how my course requirements

and activities may affect your ability to fully participate.

[officially excused absences]

1. All holidays or special events observed by organized religions will be honored for

those students who show affiliation with that particular religion.

2. Absences pre-approved by the UA Dean of Students (or Dean’s designee) will be

honored.

The Gender, Race, Class, Ethnicity, or Non-Western Area Studies General Education Requirement

Africana Studies

MISSION

To enhance the general academic quality of the University through a comprehensive program of learning and study about the people of African descent in the Americas and around the globe, and in so doing promoting an educational ethos of cultural and ethnic diversity.

Syllabus for the Course: The Social Construction of Whiteness

Syllabus for the Course: Africa Diaspora / Culture and Religion

AFAS 204: AFRICA DIASPORA/CULTURE AND RELIGION

African American Religious Studies: An Interdisciplinary

WEEK #2 - Introduction to African Diaspora Culture and Religion

WEEK #4 – The International Slave Trade as a Migratory Force

Syllabus for the Course: African American Religion

AFAS 344: AFRICAN AMERICAN RELIGION

African American Religious Studies: An Interdisciplinary

WEEK #2 - African Religious Traditions in the African American Church

WEEK #4 – African Religious Traditions and Early African American Churches

Other Courses of Note

Political Science Department

http://polisci.web.arizona.edu/

Professor V. Spike Peterson

Syllabus for the Course: Feminist Political Theory

Syllabus for the Course: Global Political Economy

POL 596e - Spring 2005

Syllabus for the Course: Gender and Politics

Syllabus for the Course: Feminist and International Relations Theory

Syllabus for the Course: The Politics of Difference: Ethnicity/Race, Class, Gender and Sexualities

Syllabus for the Political Science Course: Democracy as Anti-Domination

FINAL PAPER DUE May 10th

Women's Studies

Professor Laura Briggs

Syllabus for the Course: Feminist Theories and Movements

Syllabus for the Course: Transnational Feminisms

Syllabus for the Course: Reproduction: From Eugenics to Reproductive Technology

Contemporary Controversies: Abortion and Breast Cancer, Stem Cells

Syllabus for the Course: Cultures of Biology, Medicine, Gender, and Race

Syllabus for the Course: Contemporary Feminist Theories

Syllabus for the Course: Feminist Theories

Abbreviated Syllabus for the Course: Suffragists, Sistahs, and Riot Grrrls: An Introduction to Women's Studies

Women's Studies 240: Suffragists, Sistahs, and Riot Grrrls An Introduction to Women's Studies

Syllabus for the Course: History of Feminist Theories and Movements

Required Materials and Capabilities

Required Work

Other Courses of Note

American Indian Studies http://aisp.web.arizona.edu/

Syllabus for the Course: Asserting Sovereignty Through Cultural Preservation

WE WILL MEET IN THE SCIENCE AND ENGINEERING LIBRARY, ROOM 308 AT 9:30 on Tuesday

February 14 and 16: Preservation, Museums, and the Law: continued

February 27 and March 2: Preserving and Respecting the Land

March 6 and 9: Repatriation and Tribal Consultations

REMEMBER: RENNARD STRICKLAND LECTURE, MARCH 8

March 28 and 30: Language Preservation

April 11 and 13: Tribal Museums and the Museum of the American Indian

April 18 and 20. Collections: Issues in Collections Management and Conservation

Syllabus for the Course: Interdisciplinary Research for American Indian Studies: Theories, Indigenous Knowledge, and Interpretative Frameworks

Date Question Distributed Date Due

NOTE

Week 4 September 14. What is AIS? What Is the Canon? Reviewing, What Is Theory?

Week 6 September 28. Stories: Indigenous Knowledge as Lived Experience. Intellectual Property Rights. What Knowledge Can AIS Ethically Use?

Week 7 October 5. “All My Relations.” Kinship Theory, Society, and Social Theory.

Week 8 October 12. Colonialism and Political Economy.

Suggested Background Readings: Anders (1980), Churchill (1983), Said (1994, 1993), Bhabha (1990), Bourdieu (1977)

Week 9 October 19. Review and catch-up. Discussion of comprehensive questions. Empiricism and Functionalism

Readings:

Suggested Background Readings: Berkhofer (1978), Bieder (1986), Bird (1996), Cornell (1998), Green (1988), Barthes (1982), Bateson (1972), Clifford and Marcus (1986), DuGay (1997), Rosaldo (1989).

Week 12 November 9 Land: Sustainability Theory, Resource Utilization, and Culture.

Week 14 November 23 – no class Thanksgiving

Week 15 November 30. Critical Theory and Literature.

Week 16 December 7 Pulling It All Together: Ethical Theory. Theoretical Pitfalls to Avoid, Theoretical Paradigms to Use to Benefit Native Peoples

Week 9 October 19. Critical Race Theory and Philosophy

Department of Near-Eastern Studies http://fpnew.ccit.arizona.edu/neareast/index.htm

Syllabus for the Course: Nationalism and Islam

Syllabus for the Course: Modern History of the Middle East

The Center for Latin American Studies http://las.arizona.edu/about_clas/about_clas.html

Syllabus for the Seminar Course: Current Struggles for Human Rights and Social Justice in Latin America

Syllabus for the Course: Issues in Latin American Society and Popular Culture

Syllabus for the Course: Chicana Gender Perspectives

Annotated bibliography due

Syllabus for the Course: U.S.-Mexico Border: Politics, Environment, and Society

January 11: Introduction to the Seminar, Readings, Concepts and One Another; discussion of readings; field trip; guest lectures

January 25: Narrating the Border—Guest Speaker (3-4:30) Dr. Javier Duran, Spanish and Portuguese, and Director, Border Studies PHD program

March 8—No Class (AAG meeting)

Women's Studies 240: Suffragists, Sistahs, and Riot Grrrls
An Introduction to Women's Studies

American Indian Studies
http://aisp.web.arizona.edu/

Department of Near-Eastern Studies
http://fpnew.ccit.arizona.edu/neareast/index.htm

The Center for Latin American Studies
http://las.arizona.edu/about_clas/about_clas.html

Syllabus for the Sociology Course: Culture and Society

SOC419 s.851

INDV 102: Gender and Contemporary Society
Fall 2003
Wed/Fri ILC 130